Education Week - February 26, 2020 - 28
OPINION
INSIDE
22
24
How Can We Make Better Use
Of the School Day?
Letters to
the Editor
It's Not About Productivity.
It's About Time Management
By Brad Aeon
AEON is a time-management researcher and expert at
Concordia University in Montreal, where he also taught
ˡȸɀɎٮɵƺƏȸɖȇǣɮƺȸɀǣɎɵɀɎɖƳƺȇɎɀِRƺǝƏɀǕǣɮƺȇƏÁ0(ɴÁƏǼǸ
on the philosophy of time management, and his insights
ǝƏɮƺƫƺƺȇǔƺƏɎɖȸƺƳǣȇȅƏȇɵȅƏǴȒȸȒɖɎǼƺɎɀِ
W
hen I started teaching, most
meetings I had with students
had nothing to do with class
lessons. They would come
into my office, sit down, and
whimper, "I'm stressed out,
exhausted, and my life is
all over the place." Sometimes bursts of tears would ensue.
They aren't alone: Solid research shows that students feel that
society is more and more demanding of them. Mental-health
issues in young children and teenagers are on the rise.
Students didn't come to me because I'm a therapist. Neither
had my course anything to do with mental health. They came
to me because I'm the time-management guy-I've been
doing research on time management for years. They came to
me because of a simple but insidious assumption: If I can be
just a little more productive, everything will be all right.
Why do students think productivity is the answer to their
malaise? Because that's what they've been told their whole
life. By parents, television, the internet, peers, coaches,
and, yes, schools. Schools play a major role in instilling this
productivity mindset in young children, according to Vicki
Abeles, author of Beyond Measure, a splendid book on how
school performance pressures harm students. This mindset,
especially in excess, can make students' relationship with
time fraught. If being obsessed with productivity makes
students tired, anxious, and depressed, then the way schools
think about time is neither conducive to their well-being nor,
ironically, to their long-term productivity.
What would it take to make dramatic and effective changes
to how schools think about time? Obviously, much of our
obsession with productivity does not start with school. Public
policies, culture, parents' socioeconomic background, and a
host of other factors play a major role. But historically, schools
have been where children learn about time, punctuality, and
schedules. Maybe it's time for schools to use that power to
teach students a healthier way to use their time. Here are a
few actions school communities can take at a local level.
1. Conduct time-use surveys. We don't really know
what we do with our time until we measure it. That's why
governments around the world have been conducting timeuse surveys for decades. These surveys essentially ask people
what they do every half-hour or so over a 24-hour period.
When we scale this up to a whole population, we get a clearer
picture of how people use their time and whether it makes
them happy and healthy. That's how we know, for instance,
that people who spend less time watching TV and more time
with people are happier than those who do the opposite.
With time-use surveys, schools can better understand
where students' time goes, which is the first step toward
tackling time issues. Doing this at a local level is key because
time-use patterns will likely change from one school to
another, especially for students with different socioeconomic
backgrounds.
2. Lower the pressure. It's far from clear whether, past
a certain threshold, homework actually boosts students'
grades. The amount of homework assigned to students
has increased a few times in the past-at one point the U.S.
Isabel Espanol for Education Week
government feared students would be outperformed by
their Russian counterparts during the Cold War. Whether
homework is still increasing is not clear, but one thing is:
The American public has been consistently in favor of more
homework despite contrary expert opinion. Thankfully,
several school districts, including in Hillsborough, Calif., and
Somerville, Mass., have implemented reduced-homework
policies, although not without resistance. These policies can
go a long way toward alleviating students' unnecessary time
pressure.
Another worrying trend is the decline of recess time. The
logic here isn't that different from that of corporate employers:
Reduce break times so people will spend more time working
and thus boost performance. But that logic isn't supported
by science. Recovery, physical activity, and enjoyment are
crucial for school performance and well-being, and that's
what recess is for. Reducing recess means reducing the break
time necessary to recover the resources necessary for learning
and creativity. Fortunately, many schools are now upping
recess time, but it's not just quantity that matters: How and
with whom students enjoy recess time are important as well.
(For instance, having more adults present during recess time
increases physical play and helps conflict resolution among
kids.)
3. Intentionality over productivity. Students today have
more ways to spend their time than at any other point in
history: watching TV, browsing the Internet, piano lessons,
acting classes, community service, football, and countless
other activities. We also live in a society that encourages
busyness: If you're not doing something at any given time,
you're a nobody.
Schools, parents, and peers push students to engage in a
seemingly infinite number of activities, extracurricular or
28 | EDUCATION WEEK | February 26, 2020 | www.edweek.org/go/opinion
otherwise. These activities can be important for students'
well-being, but too much can backfire, as research
shows.
Not only does overscheduling kids with activities make
them miserable, but it also fails to teach them an essential
lesson: It is better to do a few things intentionally and
deliberately than to crowd one's schedule with activities. An
abundance of activities fails to teach children an even more
important skill: focus. Doing too many things inevitably
saps our ability to immerse ourselves fully in whatever we're
doing.
Schools can help by talking with parents about what
constitutes a reasonable-healthy-amount of extracurricular
activities. Schools can also encourage parents to think
about "digital policies" to govern the use of digital devices
at home and how social media and smartphones should
be used responsibly. Most importantly, schools should
emphasize unstructured time. The more time children
spend in unstructured activities, the more they learn how
to structure time on their own. Conversely, if you structure
all of children's time, they will fail to learn how to structure
their own time. This makes sense-how would you learn
self-discipline if you're never given the opportunity? You can't
teach proper time management to people if you manage all of
their time.
Schools are said to prepare children for real life, an often
busy and hectic place. But does school conspire in making life
busier and more hectic? That's very likely. By fundamentally
reassessing the way they think about time, schools stand to
make future adults-a future society-happier, healthier,
and more intentional with their time. Schools have been
teaching us the importance of being punctual. Maybe
they should now teach us the importance of healthy time
management. ■
http://www.edweek.org/go/opinion
Education Week - February 26, 2020
Table of Contents for the Digital Edition of Education Week - February 26, 2020
Education Week - February 26, 2020
When It’s Hard to Really Love That Student
Academic Coaches Keep High School Athletes in Play
Making Smarter Use of Time
Briefly Stated
Teacher Pay Push Maintains Foothold in States
Study Tracks Hidden Segregation Within Schools
What the Research Says
Federal School Safety Center Focuses on Prevention
Districts to Use Principals As Major Lever for Gains
Trump Budget Would Slash, Recast Ed. Funding Stream
Pushback Over SEL Bubbles Up in Idaho
What’s in the Way of Change?
Boosting Recess Time To Make ‘Play’ a Priority
Smart Scheduling Puts Students First
Later Start Times: ‘Big Shift, Big Impact’
How Can We Make Better Use of the School Day?
Letters to the Editor
EdWeek Top School Jobs
It’s Not About Productivity. It’s About Time Management
Education Week - February 26, 2020 - Making Smarter Use of Time
Education Week - February 26, 2020 - 2
Education Week - February 26, 2020 - Briefly Stated
Education Week - February 26, 2020 - 4
Education Week - February 26, 2020 - Teacher Pay Push Maintains Foothold in States
Education Week - February 26, 2020 - What the Research Says
Education Week - February 26, 2020 - 7
Education Week - February 26, 2020 - Federal School Safety Center Focuses on Prevention
Education Week - February 26, 2020 - 9
Education Week - February 26, 2020 - Districts to Use Principals As Major Lever for Gains
Education Week - February 26, 2020 - 11
Education Week - February 26, 2020 - Pushback Over SEL Bubbles Up in Idaho
Education Week - February 26, 2020 - 13
Education Week - February 26, 2020 - 14
Education Week - February 26, 2020 - 15
Education Week - February 26, 2020 - 16
Education Week - February 26, 2020 - What’s in the Way of Change?
Education Week - February 26, 2020 - 18
Education Week - February 26, 2020 - Boosting Recess Time To Make ‘Play’ a Priority
Education Week - February 26, 2020 - Later Start Times: ‘Big Shift, Big Impact’
Education Week - February 26, 2020 - 21
Education Week - February 26, 2020 - How Can We Make Better Use of the School Day?
Education Week - February 26, 2020 - 23
Education Week - February 26, 2020 - Letters to the Editor
Education Week - February 26, 2020 - EdWeek Top School Jobs
Education Week - February 26, 2020 - 26
Education Week - February 26, 2020 - 27
Education Week - February 26, 2020 - It’s Not About Productivity. It’s About Time Management
Education Week - February 26, 2020 - CW1
Education Week - February 26, 2020 - CW2
Education Week - February 26, 2020 - CW3
Education Week - February 26, 2020 - CW4
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