While the BDS is a resource-demanding course, proper effort allocation and time management are crucial towards student’s success in the study. It requires effecting antecedent monitoring to ensure a seamless flow of studying. Antecedents are strategic activities or events that precede a specific event, such as homework completion and classroom attentiveness (Xu, 2011). One of the imperative antecedents in my pursuit of the BDS study is the timely completion of class assignments. This aspect reduces my academic burden, thereby allowing me to attend classes on time and attentively. Besides, I consult the class syllabus regularly to ensure I identify all the parts supposed to be covered for effective preparation.
Considerably, the consequential approach is an integral concept in time management. One of the common consequences in the pursuit of the BDS is missed marks owing to late submission of assignments. I have taken this consequential ramification as a motivating factor towards my class attendance to ensure I acquire all the necessary teachings required to complete my assignments. Furthermore, it gives me adequate time to engage in the classroom fully. However, data collection has not been necessary for my time management approach. I have all relied on my personal experience.
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My self-management of my time is driven by the need to clear classwork before I embark on the next session. I am focused on improving class participation, besides visiting the library more frequently to foster my class-gained knowledge and skills. While the current course plan works better, improvements are to make it more effective. Learning should be student-driven in that class, and group discussions should be increased. These discussions will ensure all students participate in the course work. Besides, discussions will boost student engagement, thereby promoting their ability to cognitively remember lesson teachings from the personal experiences they undergo while participating in the course work.
Reference
Xu, J. (2011). Homework emotion management at the secondary school level: Antecedents and homework completion. Teachers College Record , 13 (3):529-560.
