My teaching schedule is the worst I've had in a decade.
I was prepared to suck up the MWF part--it is, after all, my turn to suck it up--and with two classes scheduled back-to-back in the mid and late afternoon it seemed like it might be okay. But then one of my classes didn't make, and the only reasonable class I could swap into was at 9 a.m. And if a three-day-a-week 9 a.m. class is pretty bad, a three-day-a-week 9 a.m. class followed by MORE THAN FOUR AND A HALF HOURS OF DEAD TIME is just about the worst thing I can imagine.
Actually, scratch that: the worst thing I can imagine is all of the above at an institution that has a Tuesday/Thursday common hour--a period when no classes are scheduled but alllll meetings for university business are. Meaning that, when you have a MWF schedule, you can expect to be on campus four or five days out of five.*
Needless to say, I'm disgruntled.**
But both because there's no help for it and because I find a certain amount of structure salutary, I've decided that the only solution is to schedule my work-week within an inch of its life. Last semester, when I was traveling every week and doing a graduate seminar's worth of reading on top of my regular job, I kept my shit together by laying out a clear schedule for exactly what happened when, Monday through Friday. (Then I returned on Saturday, collapsed, and did nothing for a day and a half.)
This semester won't demand that kind of scheduling, but I think it needs it: I've got a few too many plates spinning in my writing life and I've never been great at keeping multiple projects going simultaneously. Moreover, though I have a couple of hard deadlines, most of my projects are either long-term and ongoing, things no one else is checking up on, or both.
So I have a two-part plan. Because my natural preference is to focus intensively on just one thing at a time--especially if that thing is writing, reading, or grading--I need a schedule that designates and protects discrete chunks of time rather than just hoping they happen. This means corralling my shorter or more interruptible tasks into my less-productive on-campus hours (and using my least productive hours to run errands and the like).
Monday / Wednesday / Friday
During that huge chunk of time--almost fourteen hours!--I do all my course reading and prep (luckily, these are relatively low-prep classes) and handle administrivia. I also work on the edition for an hour or two each day.
When I get home at 5, I take advantage of the fact that I'm brain-dead but upright and go to the gym.
After any meetings, I work at home, reading/researching if I need it, writing if I don't.
After any meetings, I go to the art museum library and write for four or five hours.
On weeks when papers are due, I can also squeeze in 3-4 hours of focused grading time on Tuesdays and Thursdays.
Absolutely nothing related to teaching. Ideally I'll write/read for two or three hours in a low-key way, with the rest as leisure.
No work of any sort until 2 or 3 (we go to Mass, have brunch, read the Times). After that I might write or read for a couple of hours--or I might just take the whole day off.
One of the goals is to make weekends low-key and pleasurable, working only when and if I feel like it, on things that are sustaining--rather than feeling as if there's always something I ought to be doing.
In addition to this schedule, I've started to keep a work diary for my writing/scholarship, logging, each day, roughly how many hours I spend doing what on which projects. Again, the aim isn't to feel guilty, but the opposite: to notice and appreciate progress over time (especially on long-term projects, or projects without deadlines, or those, like the edition, where it's tough to see forward momentum because it doesn't manifest itself in word or page counts). I also hope this will be an effective way for me to remember to keep checking in on all my different projects rather than working on just one--until a deadline approaches and I panic and have to drop it for six weeks to finish something else.
This kind of itemization might stress some people out, but in the past I've found it tremendously reassuring to be able to point to concrete accomplishments--that I spent six hours proofreading textual notes, or wrote 1,500 new words, or read eight articles, or whatever. Armed with that evidence, I can feel justified in taking a day or two off. Without it, I tend to have only the haziest sense of what I've done, and it never feels like enough.
I'll let you know how it goes. So far, the only thing that's proving hard is the part where I get up at 7 a.m. three days a week. That part is going very poorly indeed.
*And seriously, this is moronic. At my previous job, the English department set a Wednesday period aside for all department and committee meetings, on the principle that MWF faculty shouldn't have to come in for a fourth day when TTh faculty could just come in for a third.
**And yes, yes, I know: most jobs in the world are five days a week and nine to five and blah blah--but as one friend put it, academic labor is so intense, inflexible, and all-consuming that one of the compensations is the ability to schedule at least some of it as we like. So yeah, you get to sleep until 9. . . in exchange for teaching night classes. You get a four day weekend. . . but more than half of it is spent grading. (As the joke goes, you get to choose which sixty hours a week you want to work.)