14A. H. Alzalabani, R. D. Nair

Chapter 1
RELEVANCE OF TIME MANAGEMENT
IN CLASS ROOM MANAGEMENT FOR
EFFECTIVE TEACHING

The chapter analyses the relevance of time management
in class room management for effective teaching. The
major objective of the chapter is to evaluate theefficiency with which teachers are using different time
management tools in the class room for effective
learning. The study is based on a sample survey covering
90 teachers of the Yanbu Industrial College in theKingdom of Saudi Arabia. Structured questionnaire wasused to collect data and statistical tools such ascorrelation and chi-square tests are used to analyze thedata. The study observed that there is a high awarenessamong the teachers in Yanbu Industrial College on theimportance of time management in classroom
management for effective teaching and they are using
multiple time management tools in diverse weights inthis regard.
Keywords: Time Management – Class RoomManagement - Effective Teaching - Yanbu Industrial
College

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Chapter 1: Emerging Trends in Higher Education in KSA

15

1.1 INTRODUCTION
Teaching is widely recognized as a noble profession
and has got huge responsibility in the society not only inteaching but also in molding the citizens of tomorrow. Futureof a society, or in a wider spectrum that of a country rests in
the hands of students, who are presently in schools andcolleges. It is the teaching community who teaches thestudents the moral and social values and molded to become
the future power of a country. This transformation process
starts from the schools and passes through colleges anduniversities. In this process teachers perform the task offraming doctors, engineers, scientists, politicians, civil
servants and so on. More than professional development it is
the cultural development and transformation that is mostimportant as far as the citizens of future is concerned. The
way they are molded and the strength of their social
commitments and responsibilities are determined to a large
extent by the educational background and systems. It is at thispoint that teachers are becoming the model and creators of thecountry’s future.
Along with these tremendous obligations teaching is
hard work also; it will be disillusioning, exhausting, risky anddemanding. Studies show that average teachers work for 54
hours per week (Mamchark & Mamchark, 1993). What is
unusual about this work is that it will not allow any extended
lunches away from work, or special fringe benefits. Society
has always given privilege and special status to the teachingcommunity throughout the world. To be honest in their
responsibilities and duties teachers have to use their time andresources in the most efficient way.
The chapter analyses the relevance of time
management in class room management for effective
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16

A. H. Alzalabani, R. D. Nairteaching. The major objective of the paper is to evaluate theefficiency with which teachers are using different time
management tools in the class room for delivering effective
teaching/ learning. The specific objectives of the study
include the following.
i.

To identify and analyze the major time management
elements that will influence the efficiency of classroom management for effective teaching/ learning in
YIC;

ii.

To analyze the designation-wise variations in classroom time management factors for effective teaching/learning;iii. To assess the importance of teaching experience on
effective use of time management for effective classroom management; andiv. To review the impact of teaching workload on theefficacy of time management for effective class room
management and thereby teaching/ learning.
The study is based on a sample survey covering 90
teachers from the Yanbu Industrial College (YIC) in theKingdom of Saudi Arabia. Simple random sampling was used
to collect the data. Around 200 questionnaires are circulated
to collect data from among 300 teachers in various
departments in YIC including Engineering Departments,
General Science Department, Industrial Management
Technology Department and English Language Centre; ofwhich only 90 teachers cooperated in the study. Structured
questionnaire was used to collect data and major statistical
tools such as correlation and chi-square tests are used toanalyze the data.
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Chapter 1: Emerging Trends in Higher Education in KSA

17

The paper consists of five parts including the
introduction. The relevance, objective and methodology ofstudy are briefed in the introductory part. Literature related toTime Management for Teachers are discussed in second partof the paper. The study is based on a Model of TimeManagement for effective learning, which is discussed indetail in the third part. Data analyses and discussions areincluded in part four and the inferences and conclusions
derived out of the study are summarized in the last part of thepaper.
1.2 TIME MANAGEMENT FOR TEACHERS
Time management refers to a range of skills, tools, andtechniques utilized to accomplish specific tasks, projects andgoals. It encompasses a wide scope of activities, and theseinclude planning, setting goals, delegation, analysis of timespent, monitoring, organizing, scheduling, and prioritizing(Sandberg, 2004). In past, time management referred to justbusiness or work activities, but eventually the term broadened
to include personal activities. A time management system is a
designed combination of processes, tools and techniques; in a
broad sense it involves both planning and execution. Moneycan be earned back, however the time once gone is gone
(Morgenstern, 2004). That is what makes time management areally important activity. There is however no agreed anddefinite way of time management. It depends on theindividual, as how they manage their schedule, and prioritize
their activities.
Many experts offered a categorization scheme for thehundreds of time management approaches and among themthe most important include the classification from first
generation1 to fourth generation (Lakein, 1973). Teaching
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A. H. Alzalabani, R. D. Nairtakes time and in school or college, as elsewhere, there's neverenough of it. Like any executive responsible for the efforts ofothers, teachers will find that managing time — teachers andthe students' — is one of the biggest challenges. Timemanagement is the thread running through almost all aspectsof teaching — organizing the day, organizing the classroom,
deciding how long and how often to teach various subjects,
recording student progress, or keeping time-consuming
behavior problems to a minimum (O’Brien & Tye, 2002).
Effective use of teachers’ time begins with efficient classroomorganization and management — and vice versa. Much of theessentials of classroom life involve time management in someway: paring down paperwork; planning; establishing routinesthat eliminate wasted time and confusion; using learning
centers, independent assignments, and seatwork by giving
time to work in small groups; and creating classroom
environments that allow students and activities to movesmoothly from one activity to the next.
For effective learning teachers want students toengage in productive learning time. This is the time when
students are engaged in meaningful and appropriate work. The
more productive learning time we have, the more our students
will learn. The challenge, of course, is in creating a classroomthat maximizes that time. However, we may have less time toteach than we think. Lunch breaks, down-time between
lessons and activities, moving from one classroom to another,interruptions, and other periods of non-instructional time
account for at least 50 percent of a teaching day. In many
classrooms, that figure climbs beyond 40 percent.
Sandberg (2004) has proposed the following elements
of increasing teaching time:
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Chapter 1: Emerging Trends in Higher Education in KSA

19

i.

Find out which aspects of teaching day time wecan control2.

ii.

Schedule solid blocks of teaching time for each
day.

iii.

Plan for smooth transitions between lessons andalways try to have materials ready for each lessonor activity.

iv.

Assign homework to extend practice time, whichshould allow students to practice skills they havealready learned.

v.

Consider how and when we schedule breaks for
maximum efficiency.

vi.

Improve student attendance; attendance has a big
effect on teaching and learning time.

The class room time management model widely used (inthe paper too) consists of four levels as shown in Figure: 1.1.
The first level is the ‘Available Time’, which means the time
available for all college activities in a day. The ‘instruction
time’ is the amount of time allocated for instruction in acontent area; ‘engaged time’ is the amount of time the student
is actively engaged in learning tasks; and the ‘academic
learning time’ is the amount of time successfully engaged inacademic tasks.
Good classroom managers also know how to delegate.
Aides, volunteers, and students can handle many classroomtasks and save enormous amounts of time3. The number-one
time management problem for most teachers is dealing withpaperwork. That includes all the reports, tests, attendance
forms, graphs, letters, memos, mail, announcements,
materials, and requests that consume not only teachers’ time
but their desk space as well. Many experts estimate that of all
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A. H. Alzalabani, R. D. Nairthe pieces of paper that go into our filing cabinets every year,
fully 95 percent of it will never come out again or only comeout to go into the trash can (Fiore, 2006)! It's obvious that
we're paper packrats. We hate to throw away anything, andwe hoard paper, save paper, move paper from one place (onour desks) to another and file, catalog, and store paper until
the proverbial molehill becomes an actual mountain.
1.
Available Time2.
Instructi
onal
3.
Time
StudentsEngagedTime
4. Academic
Learning
Time

Figure: 1.1 A Class Room Time Management Model
Ensuring the flow of class activities is also important foreffective teaching; flow refers to the way in which learning
activities move smoothly and briskly. There's no stop-andstart rhythm to the class, but rather one activity leads naturally
into another activity (Morgenstern, 2004). Transitions arethose times during the day when we move from one activity to
the next. Because students work at different paces anddifferent levels, some may be able to make the transitions
faster than others (Charles, 1967). Thus, transition time often
leaves openings for misbehavior and disruptions.
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Chapter 1: Emerging Trends in Higher Education in KSA

21

Students achieve when they know exactly what is
expected of them. Incomplete assignments are often the resultof incomplete directions. As a result, time is wasted. It's
equally important that students know we are available at all
times. The amount of learning that takes place in a classroom
is often related to the distance we maintain with our students(Lakein, 1973). Time is saved when we are readily available.
Pull-outs also help in managing time for effective teaching.
Pullouts are those students who must leave the classroom andmay include students who have appointments with theadvisors, lessons with makeup class, or instruction for
sporting students (Le Blank, 2008). With so many comings
and goings, it's often difficult to keep track of everyone, muchless teach a complete lesson to every student.
1.3 MODEL OF TIME MANAGEMENTEFFECTIVE LEARNINGFORThe present section is based on a Time Management
Model, which emphasize most of the elements we reviewed in
the previous section. The model highlights the following four
major time management factors that account for effective
teaching and learning.
i.

Implementation of Lesson Plans: Effective teaching
and thereby effective learning is the result of rational
implementation of an efficient Lesson Plan (Collinson& Cook, 2000). Effective implementation of a Lesson
Plan is not an accidental event, but is the result of an
intended plan, which emanate from the following threeelements.
a)

Preparation of Lesson Plans: Preplanned Lesson Plans
are the pre-requisite for effective teaching, which willconsider the learning outcomes, learning content,

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A. H. Alzalabani, R. D. Nairactive learning methods and the application oftechnology.
b)

Active Learning Methods: Effective learning will be a
dream without the application of pre-designed
learning activities in the class. Active involvement ofstudents is a pre-requisite for effective learning(Meyer, 2001).

c)

Application of Technology: Modern class rooms
without technological applications are unimaginable;technology will help not only in saving time but also
in enhancing deep learning.

ii.

Learning Time in the Class: As we discussed in theprevious section, accumulating the academic learning
really does matter in effective teaching. It requires apractically feasible attempt from both teachers as well
as students.

iii. Students’ involvement and cooperation: The
cooperation of learners is to a great extent is the resultof the attitude of students towards learning and theinspiring behavior of teachers.
iv. Students Assessment: Both formative as well assummative assessment methods are to be designed
properly for effective learning. The Lesson Plan should
ensure the availability of sufficient time for effective
assessment.
These four factors of time management tools for effectiveclass room management for learning are as shown in the
Figure: 1.2.

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Chapter 1: Emerging Trends in Higher Education in KSA

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Figure 1.2 : Model of Time Management for Effective
Learning in the Class

1.4 DISCUSSION AND ANALYSES
Among the teachers, who took part in the study 62%
are lecturers and the remaining 38% contribute Heads ofDepartment, Assistant Professors and Instructors. The
details of the sample are as briefed in Figure: 1.3 andTable: 1.1. Around 34% of the teachers have more than
20 years of experience in teaching and only 14% haveless than 10 years of experience. Teaching work load is
an important parameter of efficiency of a teacher in theprofession (Forster, 2006). Among the 90 teachers, 63%
have more than 15 hours of weekly teaching load.

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A. H. Alzalabani, R. D. Nair

Figure 1.3: Designation-wise Classification ofTeachers (Sample)
Instructors
20%

HODs
3%

Asst.
Professors
15%

Lecturers
62%

Source: Primary Survey (2012)
Table 1.1: Classification of Teachers
Experience-wise
Teaching Load-wiseClassification
classification
Experience
Hours/
Numbers
Numbers(Years)week
Less thanLess than 10
10 hoursyears
13 (14.4%)
7 (7.8%)10 to 15
11 to 20 years
46 (51.2%)
26 (28.9%)
hours
More than 20
31 (34.4%)
57 (63.3%)
More thanyears
15 hours
Total
90 (100%)
Total
90 (100%)
Source: Primary Survey (2012)
Among the teachers who took part in the survey, 99%
accept time management as an important instrument ofeffective class room management for effective teaching/learning. For details refer Figure 1.4. Around 89% of the
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Chapter 1: Emerging Trends in Higher Education in KSA

25

teachers prepare lesson plans and strictly follow it in the class.
But, 63% of teachers are using active learning methods fortime management in the class and 79% of teachers are using
technology to manage time and thereby ensuring effective
teaching. Majority of teachers opined in favor of availabilityof sufficient time for lecture and lab (73%) and for students’assessment (81%). Around 72% are of the opinion thatstudents cooperation helps in proper management of classtime.
Figure 1.4: Relevance of Time Management inClass Management
98.9

88.9 88.9
63.3

73.3

81.1 78.9
72.2

Source: Primary Survey (2012)
Designation-wise analysis of teachers’ time
management for effective class room management is as given
in Table 1.2. There are no significant variations in time
management among the different categories of teachers.

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Chapter 1: Emerging Trends in Higher Education in KSA

26

Table 1.2: Relevance of Time Management in Class Management: Designation-wise Opinion
Designation-wise Opinion of YIC Teaching Staff (%)
Criteria

100

Asst.
Professors
100

100

92.3

85.7

94.4

100

92.3

85.7

94.4

66.7

38.5

60.7

88.9

33.3

53.8

73.2

94.4

66.7

69.2

85.7

77.8

33

69.2

78.6

94.4

33

38.5

76.8

88.9

HoDs

1. Accept time management as important for classroom management
2. Prepare Lesson Plans
3. Follow the Lesson Plans strictly
4. Active learning methods helps in time
management
5. Sufficient time allotted for Lecture & Lab
6. Sufficient time available for assessment ofstudents
7. Technology is used to help in time management
8. Students’ cooperation helps in time
management

Lecturers

Instructors

98.2

100

Source: Primary Survey (2012)
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Chapter 1: Emerging Trends in Higher Education in KSA

27

Application of active learning methods to manage
time did not get much attention from among the AssistantProfessors (39%), when compared to instructors (89%). Heads
of Department and Assistant Professors are of the opinion thatthe present lecture and lab hours are insufficient (33% and
54% respectively). Even though, 94% of the instructors are
happy with the sufficiency of available time for lecture andlab, only 78% supported for the availability of adequate time
for assessment. Application of technology to time
management found a sequential variation from Heads ofDepartment (33%) to Asst. professors (69%), to Lecturers(86%) and to instructors (78%). Cooperation of students intime management also found such an orderly variation from
Heads of Department to instructors. The Chi-square text
results for designation-wise time management analysis are
given as in Appendix Table 1.1. It could be seen that there isstatistical significance recorded only for sufficiency in time
available for lecture and lab, and students’ cooperation in time
management.
Experience - wise opinion of teaching staff is asshown in Table 1.3. Regardless of the experience almost allteachers accept time management as an important tool for
effective class management and teaching. There is asignificant variation between young teachers (less than 10
years’ experience) and experienced teachers on preparation oflesson plans and its implementation in the class; only 62% of
the less experienced teachers are preparing lesson plans,
whereas the figure goes to 94% for the experienced ones.
Regarding application of active learning methods, around
54% of less experienced teachers are using it in the class,whereas the figure goes to 65% for the experienced teachers.
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A. H. Alzalabani, R. D. Nair

It point towards the need for imparting training in teaching
methods for the junior teachers in the college. There are
marginal variations among the teachers on the issues such as
sufficiency in availability of time for teaching and assessment,
application of technology for managing time and cooperationof students in time management for effective learning. The
Chi-square test results of experience-wise teaching staff’
opinion is as given in Appendix Table 1.2. Statisticalsignificance is recorded only for the lesson plan preparation ofteachers.
The analysis of teachers’ opinion on time
management for effective teaching according to teachingload-wise is as illustrated in Table: 1.4. It could be seen thatwhen teacher’s load (credit load) increases correspondingly
there is a negative correlation with the preparation of lessonplans and its implementation in the class. It point towards theneed for rationalization of teaching load among the teachers.
However, there is marginal positive correlation between work
load and application of active learning methods. Teachers
having comparatively lesser teaching load (less than 10 years)
opined of insufficiency of time for teaching and lab work.
When the teaching load was high, comparatively, higher
usage of technology was observed in the analysis. For
instance, when the teaching load was less than 10 years, only
57% of the teachers were using technology; the figure gone to
85% when the teaching load was in the range of 10-15 credits
per week. The Chi-square test results of teaching-load wise
opinion of teachers are as shown in Appendix Table 1.3. Since
the expected frequencies recorded are below 5 for more than
25% of the cases, the statistical significance is rejected.

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Table 1.3: Relevance of Time Management in Class Management: Experience-wise Opinion of YIC
Teaching Staff

Criteria
1. Accept time management as important for class room
management
2. Prepare Lesson Plans
3. Follow the Lesson Plans strictly
4. Active learning methods helps in time management
5. Sufficient time allotted for Lecture & Lab
6. Sufficient time available for assessment of students
7. Technology is used to help in time management
8. Students’ cooperation helps in time management

Experience -wise YIC Teaching Staff‘s
Opinion (%)
Less than
10 to 20
More than
10 years
years
20 years
100
100
96.8
61.5
61.5
53.8
61.5
61.5
76.9
61.5

93.5
93.5
65.2
73.9
84.8
80.4
82.6

Source: Primary Survey (2012)

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93.5
93.5
64.5
77.4
83.9
77.4
61.3

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A. H. Alzalabani, R. D. Nair

Table 1.4: Relevance of Time Management in Class Management: Weekly Teaching Load-wise
Weekly Teaching Load-wise YIC
Teaching Staff’s Opinion (%)

Criteria
1. Accept time management as important for class room management
2. Prepare Lesson Plans
3. Follow the Lesson Plans strictly
4. Active learning methods helps in time management
5. Sufficient time allotted for Lecture & Lab
6. Sufficient time available for assessment of students
7. Technology is used to help in time management
8. Students’ cooperation helps in time management

Less than
10 Hours

10 to 15Hours

15 to 20
Hours

100
100
100
57.1
42.9
85.7
57.1
71.4

100
88.5
88.5
57.7
73.1
84.6
84.6
65.4

98.2
87.7
87.7
66.7
77.2
78.9
78.9
75.4

Source: Primary Survey (2012)

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Chapter 1: Emerging Trends in Higher Education in KSA

31

Table 1.5: Correlation Analysis Results

Correlation

1. Prepare
Lesson Plans

2. Strictly
follow LessonPlan

3. Sufficient
time forlecture & lab

5. Sufficiency
in time forassessment
4. Applying
ActiveLearning
Methods

6.
Technologica
l application

7. Student
cooperation

8. Importanceof timemanagement

1. Prepare
Lesson Plans

Pearson R

1

0.669**

0.397**

0.182

0.310**

0.137

0.337**

0.340**Sig (2 tailed)

-

0.000

0.000

0.085

0.003

0.196

0.001

0.001

2. Strictly
follow Lesson
Plan

Pearson R

1

0.437**

0.300**

0.283**

0.088

0.369**

0.274**Sig (2 tailed)

-

0.000

0.004

0.007

0.407

0.000

0.009

3. Sufficient
time forlecture & lab

Pearson R

1

0.410**

0.503**

0.450**

0.441**

0.195

Sig (2 tailed)

-

0.000

0.000

0.000

0.000

0.066

Pearson R

1

0.326**

0.299**

0.388**

0.136

Sig (2 tailed)

-

0.002

0.004

0.000

0.200

Criteria

4. Applying
ActiveLearning
Methods

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A. H. Alzalabani, R. D. Nair

5. Sufficiency intime forassessment

6.
Technologicalapplication

7. Student
cooperation

8. Importanceof timemanagement

4. Applying
Active Learning
Methods

3. Sufficient
time for lecture& lab

2. Strictly
follow Lesson
Plan

Pearson R

1

0.513**

0.369**

0.240*Sig (2 tailed)

-

0.000

0.000

0.023

6.Technologic
al application

Pearson R

1

0.332**

0.278**Sig (2 tailed)

-

0.001

0.008

7. Student
cooperation

Pearson R

1

0.104

Sig (2 tailed)

-

0.328

8. Importanceof timemanagement

Pearson R

1

Sig (2 tailed)-

Correlation

1. Prepare
Lesson Plans

5.Sufficiency
in time forassessment

Criteria

Source: Primary Survey (2012)

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Chapter 1: Emerging Trends in Higher Education in KSA

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The correlation between different factors of time
management for effective class room management are shown in
Table: 1.5. There is a moderate correlation between lesson plan
preparation and factors such as implementation of lesson plan,sufficiency in time for lecture and lab, and students’ cooperationin effective class room management. Sufficient time for lecture
and lab is the only factor which has moderate correlation withalmost all other determinants of time management. Applicationof active learning methods has got moderate correlation with thesufficiency in time for lecture and lab, and students’ cooperation.
Sufficiency in time for assessment is moderately correlated with
sufficiency in time for lecture and lab, technological applicationand students’ cooperation. However, none of the factors
demonstrated strong correlation with the other factors of time
management for effective class room management.
CONCLUSION
Teachers as role model to the students and society at large;need to maintain time management not only to complete theirclass room tasks on time but also to motivate the students tofollow the same in their lives as well in accomplishing duties andresponsibilities. The teachers’ failure to manage time will affectcourse delivery, efficiency of teaching, students’ learning
process, assessments and the academics at large in the long run.
The foregone discussion and analyses in this chapter
observed that teachers of Yanbu Industrial College are using
multiple time management tools for effective class room
management and teaching. It include preparation of Lesson Plans
and its implementation in the class, ensuring sufficiency of time
for lecture, lab and students’ assessment, and application ofactive learning methods and technology by ensuring the
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34

A. H. Alzalabani, R. D. Naircooperation of students. The study observed that there is a highawareness among the teachers in Yanbu Industrial College on theimportance of time management in classroom management foreffective teaching and they are using multiple time management
tools in diverse weights in this regard. The major findings of thestudy include the following:i.

Among the teachers who took part in the survey, 99%
accept time management as an important instrument ofeffective class room management for effective teaching/learning.
ii. There are no significant variations in time management
among the different categories of teachers.
iii. Application of active learning methods to manage time did
not get much attention from among the AssistantProfessors (39%), when compared to instructors (89%).
iv. Application of technology to time management found asequential variation from Heads of Department (33%) to
Assistant Professors (69%), to Lecturers (86%) and to
Instructors (78%).
v. There is a significant variation between young teachers(less than 10 years’ experience) and experienced teachers
on preparation of lesson plans and its implementation in
the class; only 62% of the less experienced teachers arepreparing lesson plans, where as the figure goes to 94% for
the experienced ones.
vi. Around 54% of less experienced teachers are using active
learning methods in the class, whereas the figure goes to
65% for the experienced teachers. These observations
point towards the need for imparting training in teaching
methods for the junior teachers (less experienced) in thecollege.
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Chapter 1: Emerging Trends in Higher Education in KSA

35vii. The study found that when teacher’s load (credit load)increases correspondingly there is a negative correlation
with the preparation of lesson plans and its implementationin the class. It point towards the need for rationalization ofteaching load among the teachers.
viii. Sufficient time for lecture and lab is the only factor which
has got moderate correlation with almost all other factorsof time management.
ix. Application of active learning methods got moderatecorrelation with the sufficiency in time for lecture and lab,and students’ cooperation.
The personal time management is the foundation for building
an individual’s success. With good time management skills weare in control of our time and life, of our stress and energy levels.
We make progress at work and are able to maintain balance
between work, personal, and family lives. Remember, time canbe your ally or your enemy. It's all in how you look at it. Teachyour students how to use it wisely. You'll be more in control ofyour classroom—and your life.
NOTES
1. First generation include reminders (based on clocks andwatches, but with computer implementation possible) thatcan be used to alert of the time when a task is to be done;
second generation means planning and preparation (basedon calendar and appointment books) including setting
goals; and third generation consists of planning,prioritizing, controlling activities on a daily basis. Thisapproach implies spending some time in clarifying values
and priorities. Fourth generation is intended to be efficientand proactive (using any tools above) by setting goals and
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36

2.

3.

A. H. Alzalabani, R. D. Nairroles as the controlling element of the system and favors
importance over urgency.
In some institutions, teachers discover they can change thescheduling of class periods, pull-out programs, extracurricular activities, planning time, and outside
interruptions.
Learn to use these valuable helpers. They can make
instructional games and resources, keep bulletin boards
current, monitor seatwork and learning centers, readstories to the class, and assist in testing. They can also help
with clerical and housekeeping duties (those the students
can't do for themselves). And their assistance with field
trips, special programs, and class parties is invaluable.
Volunteers are another valuable asset; generally they can
do anything that the aides do — with our supervision andguidance. Volunteer programs not only give teachers
much-deserved help, they can also improve home-classrelations.

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REFERENCES
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Morgenstern, Julie. 2004. Time Management from the Inside Out:The Foolproof System for Taking Control of Your Schedule--andYour Life (2nd ed.). Henry Holt/Owl Books. New York.
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