I have one more comment before I leave sleeping and schedules for a little while. I found a really great article discussing how to identify your most productive times of the day, and how to best utilize your energy highs and lows by categorizing the different tasks that need your time.
The article asks you to consider your tasks on a scale of high or low for energy and for impact. This gives you four types of tasks: high energy/low impact, low energy/low impact, high energy/high impact, low energy/high impact.
Once you've identified the best times of your day to get work done, you want to put your highest energy, highest impact tasks there. That's why I practice in the morning, about 3 hours after I first wake up. My best mindset is then filled with my most important task.
I take this idea further when I schedule my teaching during my low energy points in the day. I don't find teaching college aged students particularly tiring, but it's still very impactful, so late morning and early afternoon is my best time to get this done, efficiently for my own mindset and levels of energy.
Low energy/low impact things still have to get done. Ideally, you can all these things in around the edges so that they get done in places where you need a boost of confidence in your productivity. These kinds of things, like answering email, are important, but are never your top priority. But if you crank several things out in a few minutes (given their low energy requirements), you feel rather accomplished.
Hopefully you can keep the high energy/low impact tasks from your life!
Now this way of scheduling isn't always perfect. I teach my youngest students when they're out of school, late afternoon and early evening. This is a nebulous time for me, as sometimes my afternoon second wind lasts till 8 or 9 PM, sometimes it's over by 5 PM! But this is certainly a high energy/high impact kind of work. Sometimes you can't do all of your work in the most productive parts of your day. I counteract these low energy teaching days by always having snacks on hand, drinking plenty of water, and standing up to teach instead of sitting.
If you've never given a lot of thought to how you schedule your day, I urge you to. I feel most like myself, and most like a successful musician and teacher, when I have a productive strategy in place and keep to it with consistency.
"Modern performers seem to regard their performances as texts rather than acts, and to prepare for them with the same goal as present-day textual editors: to clear away accretions. Not that this is not a laudable and necessary step; but what is an ultimate step for an editor should be only a first step for a performer, as the very temporal relationship between the functions of editing and performing already suggests." -Richard Taruskin, Text and Act