The ladies have already given you wonderful tips that are SO helpful. I, too, own Managers of Their Homes and found much within the book that I loved. I took the parts I loved and modified the rest to fit my style (after first trying all of the colored squares for a year and finding that changing one person affected everyone else's squares).
So now I begin the year by making a list for each child that is labeled "Teacher Directed", "Semi-Independent", and "Independent". I list each task under one of the headings, so I can easily see how much of me is required. I do stive for a sort of balance among the 3 lists. By listing activities/tasks this way for each kiddo, it is easy to see who is lacking what type of activity. I then add tasks accordingly to help fill -in any holes that I can see on that child's list. I know the first time that I did this it was a dawning to me to realize that some of my kiddos had no semi-independent or independent tasks on their lists! So, how could I possibly expect them not to interrupt me when I was teaching?
Then, I begin scheduling my "Teacher Directed" time in 15-30 min. chunks (taking into account that when I am teaching, the other kiddos need to be doing either a Semi-Independent task quietly nearby me or need to be doing an independent task away from me in another room). I write a flow chart type schedule for each individual child, making sure that the Semi-Independent or Independent tasks are tasks that can go on for awhile, rather than having an exact finish time (like educational computer, or books on tape, or playtime in the crib, etc.). In this way I am not continually interrupted during my teaching time by a child who has finished a task and is now waiting on me.
When making my schedule I always remind myself what type of person I am, knowing that I am NOT a morning person. So, I allow myself some grace in the schedule first thing in the morning, making sure my older kiddos begin with their more independent tasks first thing (so they can get started without me, and we can start on time each day).
I also know that I tend to lose my teaching "oomph" in the later afternoon, so I make sure to schedule my teaching time pretty much back-to-back all morning (with morning recess and lunch in between) and then right after lunch to maximize my optimal teaching time for my personality. If I don't take my own style into account, then the best schedule in the world will not get done.
When scheduling chores, I take into account each child's personality. So, my oldest who is a morning person and a "get-it done" guy starts his days with his chores and heads right into his toughest subject. My next in line, who is NOT a morning person, starts off slowly with an easier low-key subject and eases into school and his chores. My next son in line comes down for breakfast and spends time with daddy first thing in the morning, as this is very important to him, and then cheerfully heads up to play in his room for 45 min. - 1 hour after that (keeping it quiet downstairs for my older sons).
I look at what each child truly desires first thing in the morning and try to match that with the schedule to get everyone off on the right foot (including me)!
Anyway, these are just a few tips that may or may not help you. But, hopefully it will get you thinking about what may work well for your family.