- Use only one prioritized list — planner system, notebook, or calendar — for home as well as work. And make at least parts of that available for instructor review or consultation.
- Update the list at the end of the day, rather than the morning . . . including reflections and "data."
- Consider the penalty, impact, and payoff of . . . a task. This can be a radical proposal for many learners, having to take full responsibility for the actions and time.
- Review you goals and action plans each day prior to compiling your list . . . in the morning after coffee, breakfast and doing your basic pronunciation work.
- Before you start a task that is not on your list, ask yourself, “Will what I am about to do move me closer to my objectives?” That, of course, assumes that the objectives are clearly articulated and achievable!
- Give yourself time to relax, meditate, or “goof-off.” (I, personally, also recommend regular aerobic exercise for my students as well.) Even if that only means sufficient sleep, research has validated repeatedly the place of critical "down time" for the brain in efficient learning. (In the EHIEP system, practice is scheduled on alternative days, not daily, although a morning warm up is highly recommended.)
Got time to do some of that with your students?