WHAT IT IS:

A reference to Dave Stuart Jr.’s “Gentle Urgency” strategy in The Will to Learn, Activity Timers is a time management strategy for teachers to improve productivity, efficiency, and ultimately, perceptions of teacher credibility.

HOW IT WORKS:

Teachers are encouraged to use timers for many aspects of the teaching and learning experience in the classroom. As a strategy, timers increase accountability both for teachers and students, especially when used visibly. Furthermore, the use of timers during activities demonstrates increased teacher competence in students’ eyes.

(Remember the Planning Fallacy: “When people make predictions about how long a future task will take, they underestimate the time it will actually take.”)

Consider these three examples of ways to use timers to increase productivity, accountability, and efficiency:

Example: Discussion Timers

• When asking students to discuss a topic, set a timer on the screen with some kind of audio signal at the end.
• Inform students at the outset, “You have 2 minutes to discuss the topic.”
• Consider including comments like, “Share the time equally in your group.” and inform them how much time each group member will have for the discussion.

Example: Task Timers

• When providing students with individual or group work time for a task, set a timer on the screen. For individual work time, potentially use a timer that plays soft music in the background.
• Inform students at the outset that they will have a specific amount of time and clearly articulate exactly what is expected during the time (behaviors, etc.) and at the end of the time (outcomes).
• Consider informing students at the midway point or when they are nearing the end, like, “You have 5 minutes remaining. Be sure that you are beginning the final task soon.”

Example: Conferencing Timers

• When meeting with students or groups for conferences or project work time, use a timer to guarantee efficiency and accountability.
• Set a timer on a phone or other mobile device and place it nearby while conference with a student or group.
• Inform students that your goal is to meet with every student or group. To do so in the amount of time available, each conference cannot exceed a set time. In this way, when using the timer during the conversations, the discussion is more focused.
• Once the timer rings, inform the student or group, “If you have any more questions, ask a classmate or write them down so we can come back to them next time/with whatever time remains.” 

Other Considerations

• Remember that students perceive value in the things to which we devote time and attention. If we give more time to one group of students than another (conferencing/etc.), we convey greater value in that group or need. Timers to guarantee equal time spent with a group demonstrate our commitment to supporting all students.
• Using visible timers establishes consistency and trust. Students devote less attention to how much time is remaining.
• Some students will be distracted by the timer itself. Strategies to address this include things like seating those students in such a way that they cannot readily see the timer, but teachers also can use this as an opportunity to help those students learn focus and self-management skills.
• Always be transparent about the purpose of the timer, and always be consistent. Avoid things like adding an extra minute at the end or stopping early because there’s too much else to do. While these adjustments may be necessary at times, they should be made sparingly.