What strategies can you use to help students avoid procrastination?

Some students procrastinate due to a fear of not meeting high standards. Encourage a healthy perspective on mistakes and emphasize the learning process. It's essential for them to understand that perfection is not the goal. Demonstrating vulnerability involves acknowledging mistakes and setbacks. This can be a valuable lesson for students, helping them understand that making errors is a natural part of the learning process. It encourages resilience and the ability to bounce back from setbacks.

Timetable Make a timetable and share with a few key others that would hold you to account or encourage you to follow it most of the time. Periodically, when you keep to your timetable for a few days or even outperform your timetable expectations, make sure you reward yourself

Short sharp lessons that allow for interest to be developed quickly - utilising interesting hooks etc. Short sharp assessment tasks that interest the students and allow for quick recall of learning in a fun and interesting way. Creating an environment where every answer, regardless of accuracy, is cherished, valued and can be seized upon to augment learning.

Often, procrastination happens when the student sees the project as overwhelming. They need leadership driven by the teacher to break the project into digestible, smaller parts. In the end, all parts come together. The teacher needs to model and support “doable” steps toward the end goal.

Many students procrastinate because they do not "see" the starting point in each assignment. For these students a pre-assignment is needed---I sequence the assignment by breaking it into parts, have students add a timeline, include their materials, and sketch it out on paper. Now, they have a roadmap to follow to begin each assignment.

I’ve shared with students the importance of time management. This universal skill can be narrowed down to the tee as we are creatures of habit- therefore managing their time wisely will only benefit them in the long run.

I used a planner for work. One that outlines my week and what needs to get done, and a notebook in which I jot down all the actions I’m taking that day especially important ones.

Break the learning down into manageable chunks for the student which makes it less daunting. Also, consider what motivates the student - think about how you can make the learning experience fun and engaging.

Planners are great to stay focused and to progress in managing your time. Students have difficulty with time management, a planner will help them get focused in terms of making lists and prioritizing tasks based on importance. It is a visual representation of all that is required of them in an 8-hour day or week.

Avoiding procrastination also starts with getting students organized. Teaching students to reduce the number of decisions they need to make throughout the day is a vital skill to learn also. I have supported this by offering students journals as well as calendars.

Being supportive of your student doing their best and not expecting perfection is important for them to understand. Often times our students/children put unnecessary pressure on themselves seeking perfection. This can lead to procrastination and task paralysis.

Break up tasks for students and meet with them often to review and positively reinforce their progress. Keep suggestions for improvement manageable. Many people procrastinate because they see the task as monumental and don’t know where to start. They often are very anxious about their ability to succeed. Chunking and frequent reinforcement can help to support them along the way.

Many students doubt themselves for different reasons. Some overthink the task or their work. Some tend to compare themselves to other students or may feel unsecure about the quality of their skills. As an educator, there is a fine line between being considerate and allowing students to produce mediocre work. It is important to bring them up to their true potential by being encouraging rather than harsh. People are more open to criticism when they are also recognized for their accomplishments, as small as the could seem.

I ask my students when they enter into class. “What is one good thing about your day”? This gets their minds thinking about what they are grateful for. Many students share they are glad they finished an assignment, or that they woke up early.

It's important for students to identify specific environments in which they have successfully completed work before. Many students tend to try working in an environment that is not conducive to being able to focus or attribute negative feelings to a certain physical space. A positive mindset is an integral part, but the physical environment can be just as important. Students should create a list of things and places that have helped them focus previously. Then they can recreate a curated environment to fit their needs. Examples include: quiet places at home, sitting at a table/desk, work in school (study hall, staying after school, etc.), music with headphones (without lyrics), phone put away, working with a partner.

Pomodoro technique is wonderful for anyone trying to be productive that is worried about time. Once I set the to do list that needs to get done I start my timer. I use it for IEP drafting, breaking down each section into pieces, amongst other things.

The Pomodoro technique, involving cycles of concentrated work followed by short breaks, has its pros and cons. Among the benefits are increased productivity, improved time management, and reduced procrastination. However, some challenges include the need for adaptability to different types of tasks, the interruption of workflow during breaks, and potential rigidity for activities that require prolonged focus. The effectiveness of the Pomodoro technique depends on individual preference and the type of work to be done.

Pomodoro is an ideal strategy for people who need to grow in self-regulation. I teach students how to install a Pomodoro timer on their Chromebook or browser, and then how to access it when they feel stuck. They demonstrate growth in initiative and perseverance when they open the timer on their own, rather than being told to use it because they aren't focused on their tasks. Even better was the time I attempted to redirect a student who seemed off task and she corrected me by pointing to her Pomodoro timer and told me she was on a break. Love it!

The basic technique is sound for the majority of students but aiming for 25 minutes right from the start is not always reasonable for many students, particularly when they are working on something that is not their favourite. Give them a 5 minute intro to collect their materials and their thoughts before starting, then aim for 15mins - this gives them a little flexibility to complete what they are doing and find a good stopping point when the timer goes off. Build up the length of time they can focus. Bear in mind each student is different and will have good days and not so good days. Key is consistency and repetition.

I have found the best way to help students with procrastination is to have a daily check in. This can be a graded partial part of a larger project or a more informal check in to make sure students stay on task and don't spin their wheels do to missing a step.

Teachers need to check in with students every day on the work they are trying to accomplish to keep them motivated and on schedule. They need guidance and acknowledgment.

Often, students won’t seek help because they fear judgment from their peers or even their teachers. Students have to feel safe to ask for help. They also have to believe the teacher is sincere. The best way is to open the door and start the conversation using a recent assignment. “I like how you started here” “What you did here is interesting” “What else could you add” - I have found that these phrases give students the power to say more, ask for help, and even confess that they waited too long to get started.

Teachers should absolutely check in with students every couple of days at least so they know they are being held accountable. Set mini tasks for them such as working on the next few questions, or complete the next paragraph in the essay before the next check in which will be in two days..It is important not to make older students feel as if they are being micromanaged and have some ownership over what they are doing. Be available for them to allow them to complete the tasks and guide them in doing so. A regular check in is a good way to find out what's working and what's not in the moment and keep on task.

Procrastination is often rooted in perfectionism. To help, break larger tasks into smaller ones that are more manageable. Couple this with continuous feedback so that you are creating rhythms to support a growth mindset.

One often overlooked approach is encouraging students to participate in accountability partnerships or collaborative study groups. Fostering cooperative learning in a structured manner equips students with vital skills they'll carry into college and their future workplaces. Rather than punitive measures, actively rewarding students who assist others can incentivize a culture of mutual support. I firmly believe that having a study buddy or being part of a study group significantly bolsters individual ownership in one's learning journey.

Procrastination is often linked to anxiety. Many students including myself, tend to wait until the last minute because it is a way to delay the need to face their fears. A way to help students overcome this fear/anxiety is to give them a way to chunk the tasks so that each part is less overwhelming than the tackling the whole task at once.

Lisa commented exactly what I was thinking. Students often procrastinate because they cant devise a plan of attack. Chunking the work and helping them to create a checklist makes tasks seem more manageable to them. In terms of an essay. Students here 5 paragraph essay and lose their minds. Teaching them how to create an outline works wonders. I’ve always smiled to myself when I was grading Regents exams and see that a student outlined their entire essay (complete with topic sentence bullets). Breaking down an assignment into more manageable parts will make assignments seem less daunting.

Establish constructive working relationships with students, set and reinforce high expectations for students’ achievements, behaviour and attitude to learning, promoting high aspirations, self-discipline and independence. Take account of the diversity of the student cohort in every lesson and be aware of the needs of all students, provide feedback to students in relation to progress and achievement. Encourage students to take responsibility for their own behaviour. Communicate confidently and effectively with students to ensure that lesson objectives are met.