Talk to the duck!Posted: August 17, 2012
I’ve had a funny day. Some confirmed acceptances for journals and an e-mail from a colleague regarding a collaboration that has stalled. When I set out to readjust my schedule to meet a sustainable pattern, I had a careful look at everything I needed to do but I overlooked one important thing: it’s easier to give the illusion of progress than it is to do certain things. For example, I can send you a ‘working on it’ e-mail every week or so and that takes me about a minute. Actually doing something could take 4-8 hours and that’s a very large amount of time!
So, today was a hard lesson because I’ve managed to keep almost all of the balls in the air, juggling furiously, as I trim down my load but this one hurts. Right now, someone probably thinks that I don’t care about their project – which isn’t true but it fell into the tough category of important things that needs a lot of work to get to the next stage. I’ve sent an apologetic and embarrassed e-mail to try and get this going again – with a high prioritisation of the actual work – but it’s probably too late.
The project in question went to a strange place – I was so concerned about letting the colleague down that I froze up every time I tried to do the work. Weird but true and, ultimately, harmful. But, ultimately, I didn’t do what I said I’d do and I’m not happy.
So how can I turn this difficult and unpleasant situation into something that I can learn from? Something that my students can benefit from?
Well, I can remember that my students, even though they come in at the start of the semester, often come in with overheads and burdens. Even if it’s not explicit course load, it’s things like their jobs, their family commitments, their financial burdens and their relationships. Sometimes it’s our fault because we don’t correctly and clearly specify prerequisites, assumed knowledge and other expectations – which imposes a learning burden on the student to go off and develop their own knowledge on their own time.
Whatever it is, this adds a new dimension to any discussion of time management from a student perspective: the clear identification of everything that has to be dealt with as well as their coursework. I’ve often noticed that, when you get students talking about things, that halfway through the conversation it’s quite likely that their eyes will light up as they realise their own problem while explaining things to other people.
There’s a practice in software engineering that is often referred to as “rubber ducking”. You put a rubber duck on a shelf and, when people are stuck on a problem, they go and talk to the duck and explain their problem. It’s amazing how often that this works – but it has to be encouraged and supported to work. There must be no shame in talking to the duck! (Bet you never thought that I’d say that!)
I’m still unhappy about the developments of today but, for the purposes of self-regulation and the development of mature time management, I’ve now identified a new phase of goal setting that makes sense in relation to students. The first step is to work out what you have to do before you do anything else, and this will help you to work out when you need to move your timelines backwards and forwards to accommodate your life.
This may actually be one of the best reasons for trying to manage your time better – because talking about what you have to do before you do any other assignments might just make you realise that you are going to struggle without some serious focus on your time.
Or, of course, it may not. But we can try. We can try with personal discussions, group discussions, collaborative goal setting – students sitting around saying “Oh yeah, I have that problem too! It’s going to take me two weeks to deal with that.” Maybe no-one will say anything.
We can but try! (And, if all else fails, I can give everyone a duck to talk to. 🙂 )