Time Management, Procrastination, Eisenhower Matrix, and SMART Goals — WCJC Session Notes

Time Management and Campus Resources

  • Free planners available: A table by the stairwell with planners; the instructor is giving away planners this week because the lesson is about time management.

  • Key campus personnel and roles:

    • Amber Barbee: WCJC counselor who travels to all three campuses; serves as the campus counselor for this site.

    • Niqui Davidson: Director of Student Life; handles information about student clubs and can assist with joining or starting clubs.

    • Counseling services: Free to all WCJC students; not only academic problems but personal issues; encourage use of counseling services.

  • Office and club information left for students:

    • Financial Club / Financial Literacy Club: Flyers left; run by Varun Gupta.

    • Photography Club and Student Veterans Club: Flyers left; instructor/president/leader mentioned by name in context of clubs.

    • Other clubs on campus include: Gaming Club, Positive Thinking Club (may not be active this semester), Business Club, Spanish Club, Book Club (librarian mentioned as a resource).

    • For questions about clubs, contact Miss Niqui Davidson or librarians for information about the Book Club.

  • Time management focus of today:

    • This week’s lesson centers on time management; the session includes guidance on using planners and managing one’s schedule.

    • Emphasis on personal responsibility in college: students must advocate for their education and ensure credits transfer when moving between institutions.

  • Transfer guidance and course transferability:

    • Most WCJC courses transfer to four-year universities, but some workforce courses (e.g., online Billing and Coding) may not transfer.

    • Before transferring, verify that credits will transfer to the intended university; consult a counselor to confirm credit transfer and to plan a transfer pathway.

  • Success Plan Portfolio: First activity involves a scavenger hunt around campus to locate resources (Financial Aid Office, Counselor’s Office, Advising Office, Student Learning Center, Faculty Offices) and to learn where resources are located and how to use them.

  • Proactive use of campus resources:

    • Instructors can be consulted for guidance; use campus resources to support academic goals; emphasize seeking help as a productive strategy.

    • The session highlights the importance of knowing where resources are and using them to support personal/academic success.

  • Self-care and scheduling:

    • Time management includes scheduling personal time for mood, self-esteem, well-being, and social activities (friends, hobbies, family).

    • Planners should include both academic tasks and personal time to maintain balance and well-being.

Time Management—Key Concepts and Student Mindset

  • Differences between K–12 and college education:

    • College requires greater personal responsibility; students must be advocates for their own education.

    • Not all classes transfer; some are workforce-oriented and not necessarily transferable.

  • Proactivity and planning:

    • Encourage students to talk to counselors to ensure credits transfer and to learn about transfer pathways.

    • The importance of using resources (counselors, instructors) to support goal achievement.

  • Procrastination: core ideas

    • Procrastination is common; there are several root causes:

    • Lack of energy

    • Lack of focus

    • Fear of failure (note: the instructor reframes failure as an opportunity to learn)

    • Perfectionism (waiting for the perfect moment)

    • Distractions (phones, social media)

    • Discussion of fear of failure:

    • Question: "What does fail mean?" Answer: "First attempt at learning" (emphasizing growth and learning from mistakes).

    • The role of motivation and purpose:

    • Lack of motivation often stems from an unclear purpose; use the five whys technique to uncover motivating factors.

  • Brain and memory perspective:

    • Forgetting is a normal, healthy brain function; the brain forgets unimportant information to make space for new information.

    • Memory formation strengthens neural connections when information is used regularly; underutilized memories may fade as neural networks are repurposed.

    • Example of memory relevance: forgetting what you ate for lunch two weeks ago is normal; what matters is what you learned in class and studied since then.

    • The point is to strengthen relevant neural networks by active study and application of information.

  • Practical approach to studying and planning:

    • Use writing to memory: planners help memory and scheduling; writing things down improves recall and engagement with the material.

    • Include study blocks, appointments, work schedules, and personal time in the planner (
      e.g., doctor appointments, job shifts).

    • Personal well-being: schedule time for friends, hobbies, and family to maintain balance and reduce burnout.

  • The role of distraction management:

    • Put phones on silent to minimize interruptions during study blocks; reduce constant checking of notifications.

The Eisenhower Matrix: Prioritization Tool

  • Concept:

    • A four-quadrant prioritization framework helps decide what to do now versus later based on urgency and importance.

  • Quadrants and definitions:

    • Q1: Urgent and Important (do immediately)

    • Q2: Not Urgent but Important (plan and schedule)

    • Q3: Urgent but Not Important (consider delegating or postponing)

    • Q4: Not Urgent and Not Important (minimize or eliminate)

  • Classroom activity:

    • Students were asked to place scenarios on the board into the correct quadrant using tape.

    • Example interpretations:

    • Applying for scholarships due in a month: Quadrant II (not urgent yet important for goals)

    • Car breakdown on the way to class: Quadrant I (urgent and important; affects attendance/conduct)

    • Grocery shopping for a week: Quadrant II (not urgent yet important for sustaining daily life)

    • Finishing a lab report due tomorrow: Quadrant I (urgent and important; time-constrained)

    • An exam tomorrow: Quadrant I (urgent and important) – but shift planning to Quadrant II by studying earlier (e.g., two weeks prior)

    • Club meeting tonight: Quadrant III (urgent for the club but not essential to immediate academic goals)

    • Phone rings during essay: typically Quadrant III or IV depending on context; treat as distraction unless it’s critical

    • Text from a friend during study: typically Quadrant IV (not urgent or important) but can shift if it directly affects learning

    • Texts from friends about urgent help on a question can move to Quadrant II or III depending on relevance and timing

  • Best practice:

    • Focus on Quadrants I and II to reduce stress and improve time-management outcomes

    • Move tasks from Quadrant I to Quadrant II whenever possible by starting earlier and planning ahead

    • Recognize that the classification can shift with changing circumstances and goals

  • Real-world guidance:

    • When uncertain, consult instructors during office hours to determine what will be on upcoming exams or which topics warrant attention, which is a hidden-curriculum cue

    • The exercise demonstrates how to think about task importance and urgency in a concrete way

SMART Goals: Structured Goal Setting

  • What SMART stands for:

    • Specific

    • Measurable

    • Attainable

    • Relevant

    • Time-bound

  • Why SMART matters:

    • Simply stating a goal like "I want an A in biology" provides no action steps or timing

    • SMART goals force concrete steps and timelines, turning vague desires into actionable plans

  • SMART in planners and journals:

    • Use the planner’s notes section or a dedicated SMART goal journal to record goals in SMART form

    • If space is insufficient, use a separate journal (e.g., a cheap notebook) but keep SMART goals organized and visible

  • SMART goal components explained with examples:

    • Specific: clearly define the goal (e.g., study psychology notes)

    • Measurable: include a way to track progress (e.g., 45 minutes per session)

    • Attainable: ensure the goal is realistic given skills and resources

    • Relevance: connect the goal to broader academic or personal objectives

    • Time-bound: set a clear deadline (e.g., exam in three weeks)

  • Example SMART goals:

    • General example: study psychology notes for 45 minutes on Mon, Wed, Fri at 10:00 AM for three weeks to prepare for an upcoming exam.

    • Nursing major example (BSN path):

    • Specific: Earn a BSN, pass the NCLEX-RN, secure a full-time RN position

    • Measurable: track prerequisite GPA, NCLEX pass, and employment milestones

    • Attainable: assumes completing prerequisites and financial planning for tuition

    • Relevant: aligns with passion for healthcare and patient care; emphasizes a career path

    • Time-bound: BSN degree within four years, NCLEX within three months of graduation, full-time position within six months of licensure

  • Subgoals and milestone planning:

    • Large goals can be broken into smaller SMART subgoals to improve achievability and maintain motivation

  • Checkpoint and assignment relevance:

    • Checkpoint one of the Success Plan Portfolio requires a SMART goal; use SMART format as a model

  • Example exercise:

    • Group activity: rewrite a generic goal into SMART format; bring the rewritten SMART goal to class for discussion

  • Practical tips for SMART goal journaling:

    • Keep a dedicated SMART goals journal and/or use planner sections for ongoing review and adjustment

    • Use a simple, repeatable template for each goal to maintain consistency

Practical Takeaways and Next Steps

  • Use planning tools routinely:

    • Write down tasks, deadlines, and personal time in a planner; writing reinforces memory and commitment

    • Predict how long tasks will take and adjust plans accordingly; expect variation in task duration

  • Build resilience and reduce procrastination:

    • Identify root causes (energy, focus, fear of failure, perfectionism, distractions) and address them with concrete strategies (e.g., time-blocking, environment control)

  • Embrace growth mindset concepts:

    • Viewing challenges as opportunities to learn rather than threats reduces fear of failure

  • Seek and use campus resources proactively:

    • Counselor for personal and academic support

    • Advisor for course planning and transfer questions

    • Student Life for involvement in clubs and leadership opportunities

  • Realistic planning:

    • Schedule core academic tasks first (quadrants I and II focus) and protect personal time to maintain well-being

  • Final reminder:

    • You are encouraged to apply for student-work positions if seeking work-study opportunities to gain experience while learning time-management skills