Abstract: This paper focused at exploring the significance of Time Management when teachers set a plan to be implemented, particularly, in processes relate to teaching-learning which mean paces and steps confirm to time as Time Management prepared for each processes through implementation of lesson activities and time saved for every activity given to each lesson plan in phases of Classroom Management and Time Management. Classroom Management in their introductory text on teaching, Kauchak & Eggen (2008) explained Classroom Management in terms of Time Management. The goal of Classroom Management to Kauchak Eggen, is to not only maintain in order but to optimize student learning. They divided class time into four overlapping categories, namely allocated time, instructional time, engaged time, and academic learning time. Likewise, mentioned above in brief description. According to the Time Management prepared by teachers who should be aware where their time actually gets spend, moreover, teachers should understand the differences between their expected of time and their actual use of time. So the focusing must be on trying hard to detect and adjust patterns in their use of time when setting activities. The time teachers spend on teaching academic activities has a relationship with the quality of output of students' production when using their language in each activity. Etzel & Thomas (1996) claimed as the 1980s approached, "Time Management" because a key concept. The point was not just keeping track of details and information anymore, it was to manage time like everyone was increasingly busy, so managing time is essential factor needed to keep success, this point means how use not only brain to store our plans even it credit, but we usually-often forget not all of thing. Etzel cited Russel (1979) few people have ever been taught how to get the most from their brains, while children were told to memorize facts, they were not taught how the brain works and how they could best work with their brains. Teachers pressure to manage their time effectively as they are today, thus according to changes in pace and extent of modern life that leads teachers into more and more extra work, teachers feel that their time is insufficient to do their job correctly, honestly, and faithfully. In addition, the management of time by McCay (1959) clarified that how to increase your output, "You can increase your output as you increase your capacity to get accurate, clear, fast impressions of what is going on around you". Therefore, teachers need to make adjustments to their plans and Time Management, when they implement teaching-learning activities for academic achievement that students perform as natural output can be measured to explain the extent and significance of Time Management, that take time to be good organized, then they could achieve their goals in a timely manner. They overall, need to be accomplished and when they need to be accomplished, and teacher should seek such plans that put in consideration individuals difference, so on student left without a daily planner.
Keywords: Time Management, Classroom Management, students, teaching-learning.
Title: The Significance of Time Management Concept in Student's Academic Achievement
Author: Amir Birair Alfadil Mansour
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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