Name:
Date:
How to use this worksheet. This worksheet is about learning how to manage your time better so you can meet your goals and feel less stressed. Go one part at a time — you already know your own days better than anyone.
- Answer honestly. There are no wrong answers here — this is about your real day, not a perfect one.
- Every part has a Clarify hint. Try the part first; read the hint if you get stuck. It gives you a strategy, never the answer.
- The last part is a practice schedule. Use it to plan a real day, then check next week whether it helped.
PART 1
My Time Right Now
The job of this part is to notice WHEN your day starts and ends, and whether it feels like enough.
1.What time do you usually wake up during the week?
2.What time do you usually go to sleep?
3.Do you feel like you have enough time in your day to do what you need to do? ☐ Yes ☐ Sometimes ☐ No
Clarify — Count the hours between waking and sleeping before you answer #3. If the number surprises you, that is useful information — it tells you how much time you actually have to work with.
PART 2
What Fills My Day
The job of this part is to separate what you NEED to do from what you WANT to do.
4.What are three things you need to do every day (like class, meals, work, chores)?
5.What are two things you want to have time for (like hobbies, relaxing, hanging out)?
Clarify — "Needs" are things with a real consequence if they are skipped; "wants" are things that make the day better. You are not ranking one above the other — a good day usually has room for both.
PART 3
My Time Traps
The job of this part is to spot WHAT gets in the way, then pick ONE thing to change.
6.Circle the problems you've had with time:
Forgetting what I need to do | Being late | Wasting time on my phone | Getting distracted | Trying to do too many things at once | Not writing things down
7.One thing I could do to improve my time management is:
Clarify — Do not try to fix everything at once — that is its own time trap. Look at what you circled, pick the one that costs you the most time, and aim your answer to #7 at just that one.
PART 4
Planning My Day
Let's practice planning! Fill in a simple daily schedule — one real day, hour by hour.
| Time | Activity |
|---|
| 8:00 – 9:00 | |
| 9:00 – 10:00 | |
| 10:00 – 11:00 | |
| 11:00 – 12:00 | |
| 12:00 – 1:00 | |
| 1:00 – 2:00 | |
| 2:00 – 3:00 | |
Clarify — Slot your three "needs" from Part 2 in first, then fit a "want" into an open block. Leaving one row blank on purpose is smart — it is your buffer for when something runs long.
💡 Tips for You: Small Habits That Save Time
- Write it down. A plan you can see beats a plan you have to remember. A short list frees your mind to actually do the work.
- Do the hardest thing first. When your energy is highest, spend it on the task you most want to avoid. The rest of the day feels lighter.
- Park the phone. When it is time to focus, put the phone in another room or face-down. "Out of reach" beats "willpower."
Reflection
One thing I learned today about time:
One thing I want to do differently next week:
FOR MENTOR USE — STUDY THIS TOGETHER
Mentor Guide
How to work through this time-management worksheet with your student
1. What this worksheet builds
It teaches the shape of managing a day — notice your real hours → sort needs from wants → name the time traps → plan an actual schedule. The goal is self-awareness and one small, doable change, not a perfectly optimized calendar. A student who leaves with one realistic habit has succeeded.
2. Start from their real day, not an ideal one
- In Part 1, let the wake/sleep answers be honest even if they are "late" — you cannot plan a day you are pretending to have.
- Do the hour-count out loud together so the amount of available time becomes concrete.
- Resist the urge to judge. Curiosity ("interesting — where does that time go?") opens more than correction.
3. Using the Clarify hints
Let the student attempt each part first; read the Clarify box only if they stall. The hints coach strategy ("count the hours first," "pick just one trap"), never a right answer. Over time, ask the student to predict the hint before reading it — that is the planning skill becoming their own.
4. Keep the change small in Part 3
- If they circle several time traps, help them pick the one that costs the most, and steer #7 toward a single tiny action ("put my phone in my bag during class").
- Make the change specific and observable — "be better with time" cannot be checked next week; "write tomorrow's list before bed" can.
- Tie the fix to a trap they actually named, so it feels like their idea, not yours.
5. Make the schedule real, then follow up
- Have them plan a specific upcoming day, not a generic one — slot the Part 2 needs in first, then a want.
- Praise the choice to leave a buffer row blank; over-packing a schedule is the most common reason plans fail.
- Set a check-in for next week and use the Reflection lines then — did the plan hold, and what would they adjust? Progress is measured against their own last week, no one else's.