Time management has been the most consistent problem in this school as suggested by almost all the school's stakeholders. Most of them agreed that time wastage was because of the use of unclear directions concerning classroom matters by the staff. More so, the stakeholders suggested many solutions to curb the subject including advising students using clear, short and precise instructions; teachers should make use of effective techniques to boost the morale and attentiveness of the students during the classes (Good & Lavigne, 2017). Additionally, students should also be allowed to form groups so that they can be encouraged to share ideas as well as to reduce the workload depicted on them by the system. Consequently, group works make students challenge each other to complete the assignments on time and with few mistakes.
In the previous weeks, I implemented various steps laid out for my action plan including holding several meetings with all the stakeholders of the school to discuss all the concerns regarding time management and how they can be improved (Jones & Dexter, 2014). In the meeting, I noticed that different stakeholders had someone to blame for poor Time management in the school. For instance, the parents accused the teachers as they affirmed that teachers poorly allocate time for their lessons and that is why students are demotivated to work hard. Consequently, the teachers cited the students for laziness and not completing the assignments on time while the management blamed the teachers (Fourie, 2018). To minimize the blame game, we concluded that all the parties should work together to help students attain their goals.
Reframing the problem
Since time management is the main problem, several policies were devised to manage the problem and improve students' performance and the school at large. First, it was decided that all the teachers and the rest of the stakeholders must have a dynamic task list, which focusses on high-value activities, reduces procrastination, avoids blaming others for work not done, and a task list that sets clear objectives for every lesson plan (Jiang et al., 2016). Teachers were also encouraged to adopt better and more effective teaching practices that were suggested in the previous steps in the action plan (Nilson, 2016). For example, teachers must formulate clear and precise instructions to make work more comfortable for the students to enhance time management (Schlechty, 2003). Teachers must also encourage students to pay attention to what they are taught to avoid wasting time during lessons and group discussions.
I conducted online research as well as carried out interviews with the stakeholders as mentioned earlier to come up with an alternative solution for this problem. The most appropriate solution that we came up with was to adopt new technology since it was proven to be a handy learning tool, and it is a valuable tool to enhance the success in most classroom practices (Finnan, 2018). When integrated effectively, it will solve the time management problem facing the school by intensifying the learning process (Cohen & Lotan, 2014). This will be possible because new technology will improve active engagement, improve group participation, promote commitment and feedback as well as connect the students to the real-world consultants.
The action plan for solving this problem involved holding a meeting with the stakeholders to discuss the issues at hand, which I did successfully. I also, conducted online research to come up with alternative solutions from the ones suggested by the stakeholders, and I came up with one of the best solutions which are adopting new technology. I am pleased with the progress I have made so far because my students and I have covered last week's activities with the resources we have, which is likely to change the learning process and the environment in general. The students have also adopted the new learning techniques that I introduced to them in a positive manner which is very encouraging.
Cohen, E. G., & Lotan, R. A. (2014). Designing Groupwork: Strategies for the Heterogeneous Classroom Third Edition. Teachers College Press.
Finnan, C. (2018). Accelerating the learning of all students: Cultivating culture change in schools, classrooms and individuals. Routledge.
Fourie, E. (2018). The impact of school principals on implementing effective teaching and learning practices. International Journal of Educational Management, 32(6), 1056-1069.
Good, T. L., & Lavigne, A. L. (2017). Looking in classrooms. Routledge.
Jiang, H. S., & Jones, S. Y. (2016). Practical Strategies for Minimizing Challenging Behaviors in the Preschool Classroom. Dimensions of Early Childhood, 44(3), 12-19.
Jones, W. M., & Dexter, S. (2014). How teachers learn: The roles of formal, informal, and independent learning. Educational Technology Research and Development, 62(3), 367-384.
Nilson, L. B. (2016). Teaching at its best: A research-based resource for college instructors. John Wiley & Sons.
Schlechty, P. C. (2003). Inventing better schools: An action plan for educational reform. John Wiley & Sons.
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