Strengthening the Executive Skill of Monitoring

Dear Friends,

     In this post we will be exploring the executive skill of “Monitoring.”  In monitoring, we want our students to be observers of their work, their process of learning and the efforts they are putting forth.  In monitoring students become more aware  of what they are doing as well as how they are behaving. 

    Some strategies for strengthening monitoring and/or self-monitoring include parents and teachers talking with students about what the teachers observe.  It also helps to give students to do some self-reflection about their own work and how they are doing.  Students can do some self-reflection by journaling or talking about how things are going.  We want them to objectively observe themselves (which is not easy) and we also want to make sure they are not overly judging themselves.  As students are able to monitor their efforts, they can begin to make small adjustments to achieve greater success.

Best wishes for a great day!

Kimberly Borin

Learning Specialist

Strengthening the Executive Skill of Shifting and Flexibility

Dear Friends,

     In this post we will be exploring the executive skill of “Shifting and Flexibility.”  In this executive skill we draw on the resources of resiliency as we help student shift gears, think outside the box and be willing to compromise and adapt.   These skills are of course helpful for life but also for school projects and school work as students have to adapt to changing expectations and their own changing needs.

     Some strategies for strengthening Shifting and Flexibility include first noticing how a student is handling moments where change and flexibility are required of them.   It will be important to first address the emotional reaction of students before helping them to think of the many different options available to them.  Some students may need help with brainstorming new ways of doing things – and may have to work through this by talking, writing, drawing or being shown what options they have.  This skill takes practice.  The ability to let go of something that is not working and move in a new direction is not easy.

Wishing you the ability to think outside of the box!

Kimberly Borin

Learning Specialist

Strengthening the Executive Skill of Time Management

Dear Friends,

In this post we will be exploring the executive skill of “Organization (of materials).” The definition of organization is the ability to keep track of personal items. Some strategies for strengthening organization of materials are:

· Use of a planner – to write down homework and assignments

· Use of checklists – example – listing of what items need to be taken home to complete homework that night.

· Establish a study space (see earlier blog about what items should be at a study space).

· Set up an organizational system for school materials (color coded binders with dividers or accordion system) - careful with folders – must clean out regularly.

· Within the binders – include a 3-ring binder hole punch – so papers can immediately be placed into the correct section.

· Do a weekly check of backpack, locker and binders to make sure all is in the correct place.

· At night – prepare the next day’s materials - practice, practice, practice.

Have an organized day!

Kim Turse, Ed.M

Strengthening the Executive Skill of Planning / Organization

Dear Friends,

In this post we will be exploring the executive skill(s) of “Planning and Organization (time).” The definition of time management is the ability to determine the amount of time needed to complete a task. The definition of planning is the ability to create a plan in order to finish a task. Planning includes goal setting and determining how best to meet that goal. Some strategies for strengthening planning and time management are:

· Put away electronics (cell phone, I-pod, Facebook, etc) these are distractions which will interfere with the management of your time – save these as a reward for when you complete the task(s).

· Use of a calendar (daily, weekly, and/or monthly)

· Dry erase calendar for students to keep track of events, due dates, assessments, etc.

· Learn to tell time

· Wear a watch

· Break down a long term assignment or exam into mini due dates and write them into calendar

· Practice estimating the amount of time it takes to complete a task – as you practice you will become better at knowing a time allotment for an activity

· Set up routines

· Prioritize your assignments – try to get the longest or most difficult out of the way first

· Use down time wisely (example – car rides – listen to your novel on audio book)

· Get a good night’s sleep – your brain needs time to recover from the events of the day and only can perform at peak performance when well rested

· Do a daily review of your notes

· Be organized with your materials and work space – if you need to continually get up for missing items- you are ultimately wasting valuable time

· Set your clock a bit earlier – to trick yourself into having more time to complete tasks

Dartmouth has a great wealth of information and videos to assist with time management. The link is http://www.dartmouth.edu/~acskills/success/time.html.

Remember practice makes perfect…keep trying.

Kim Turse, M.Ed.

Strengthening the Executive Skill of Task Initiation

Dear Friends,

     In this post we will be exploring the executive skill of “Task Initiation.”  Task Initiation is about getting started!  Sometimes when students begin a task, they are eager to get started and other times, they may feel overwhelmed or nervous about beginning.  Sometimes, students are afraid to begin a project because they are worried that they won’t be doing it perfectly.  Being able to take on new tasks is an important skill for life as is managing the emotions that show up.

     Some strategies for strengthening Task Initiation include helping students look at the whole task in front of them and be able to break it down into very small manageable pieces.  Students may also need permission to take a risk and permission to make mistakes as they learn something new.  Students feel safer in beginning projects when they know that the result does not have to be perfect.  It can also be helpful to talk about the project and any feelings that are associated with it too. 

Best wishes to you and your students for successful new beginnings!

Kimberly Borin

Learning Specialist

Strengthening the Executive Skill of Working Memory

Dear Friends,

In this post we will be exploring the executive skill of “Working Memory.” The definition of working memory is the ability to hold a certain amount of information in the mind in order to carry out a task or activity. Some strategies for strengthening working memory are:

· Chunk small pieces of information together into groupings

· Physical exercise

· Games – such as memory, crosswords, etc.

· Have student repeat back what they just heard

· Encourage child to participate in discussion

· Rehearse the information

· Be active in reading – highlight, underline, write in the margins

· Learn to use a spell checker or calculator

· Put the information into simple sentences

· Establish clear routines for/with the child

· Method of Loci (see link: http://www.livestrong.com/article/165362-strategies-for-improving-working-memory/) for explanation

· Mnemonics

o Acronyms – the beginning initials are used to create a saying or word to help with memory

o Rhymes – make up a silly rhyme

o Visualization – use images to make a memory stand out – the more outrageous the easier it will be to recall

Remember the goal of teaching strategies is for the child to learn compensating methods to overcome areas of weakness and in the long run gain independence.

Have a Wonderful Day,

Kim Turse, M.Ed

Strengthening the Executive Skill of Emotional Control

Dear Friends,

     In this post we will be exploring the executive skill of “Emotional Control.”  Here we want students to have social and emotional skills where they can become aware of their own emotions, understand how they are manifested and how to take of their emotional needs.  This is not an easy skill, and like inhibition, takes time to listen and reflect upon how one is feeling.

     Some strategies for strengthening Emotional Control are to help students become aware of what the feel in different situations.  It is important to give students permission to talk about the variety of feelings they may have and how they often exist all at the same time!  Students can sometimes feel embarrassed of how they feel, so it is important to create a safe environment for them to explore their feelings.   Next, it is important for students to understand how they respond to these emotions – or how they express what they are feeling.  Do they feel like crying, do they want to be alone, do they need a hug, or a nap, or a friend?  

     Once students become aware of what they feel, they can learn to ask for what they need.  Adults are needed to help students choose things and people that will help them to feel better allow for healthy understanding and expression of emotions.  This skill also takes time, and practice and is something we all work on for the rest of our lives.

Wishing you a good day!

Kimberly Borin

Learning Specialist

Strengthening the Executive Skill of Inhibition

Dear Friends,

     In this post we will be exploring the executive skill of “Inhibition.”  When a student is able to stop, think about their actions and then make a good decision, they are able to inhibit and control their actions.  It is important for students to not make rash or impulsive decisions in and outside of school.  This ability to stop, think, and react appropriately can be helpful for everything from playground issues, to signing on the dotted line for a contract later in life.

     Some strategies for strengthening Inhibition are asking students to take their time when making a decision or taking action.  Teach children to slow down, be present, and reflect on what they would like to do and then have them take action.  This is a difficult skill, especially in this fast-paced, digital age, where we are taught to automatically respond to everything!  

      It is also important to have students talk about the decisions they plan to make and why.   Ask students to explain their decisions before they take action and ask them to think through all of the consequences and results.  It is important to let students know that these skills take time to learn and must be practiced throughout life.

Best of Luck to You!

Kimberly Borin

Learning Specialist

Overview of Executive Skills

Dear Friends,

The gray mass that sits in your skull is such a fascinating organ. In particular, the frontal lobes of the brain, which are the location of a set of mental processes known as executive functions. These processes are “responsible for our ability to plan ahead and organize our behavior in order to accomplish future goals. We use these skills every day when we think about what we have to do, organize our thoughts, control impulses, come up with ideas, solve problems and integrate feedback from our environment.” (Salimpoor 2004)

When a baby is born the brain weighs only about twelve ounces and by the time that same child has reached puberty the brain is moving closer to the three pounds of final weight. The increase in weight is due to the changes and development the brain is undergoing. The brain is making and fine tuning connections. There are two significant growth periods for these connections, about age five and then again around age twelve. Since development is individualized to the person, people develop their executive skills at varying rates. By around age twenty-one, executive skills are usually well-developed.

A breakdown of the executive skills and a brief explanation of each:

· Inhibition: Inhibition is the ability to resist being impulsive. The motto, “Think, before you act” fits this skill. By strengthening this skill one is more able to evaluate a situation or event and react in a well-thought out manner.

· Emotional Control: Is one’s ability to respond to stimuli without an emotional meltdown or outburst. By keeping one’s behavior and emotions under control, one is less likely to respond to disappointment, failure or frustration with excessive lengths of time of feeling upset, or an emotional explosion.

· Working Memory: Is one’s ability to hold a certain amount of information in the brain in order to carry out a task or activity. This is essential in order to complete multi-step directions. This also incorporates the ability to use their past learning and apply it to a current situation.

· Task Initiation: This is the ability for one to start a task without being told to do so.

· Time Management: Is the ability to determine how much time needs to be allotted to complete the task. This is important in order to meet deadlines.

· Planning / Prioritization: This is the ability to create a method or plan in order to finish a task. Planning includes setting a goal and figuring out the best way to work toward the goal. This skill also includes being able to determine what should and should not be important to focus upon.

· Organization: This skill includes the ability to keep track of personal materials and to be organized with the information that they are given.

· Shifting / Flexibility: This skill includes the ability to make transitions easily, rethink a plan if bumps in the road occur, and to be adaptable to changes.

· Monitoring: Is one’s ability to determine how one is doing and evaluate their performance. This would include checking their work for errors. This also includes the ability to reflect upon their behavior and see how it is impacting upon others.

Information based on an article from Principal Leadership, March 2009

http://www.nasponline.org/resources/principals/Excutive%20Functioning_NASSP_Mar%2009.pdf

Book Review #4/ Executive Functioning / Skills

Dear Friends:

Hello again! I want to share another book with you that I found to be a valuable resource. The book is Smart, but Scattered by Peg Dawson and Richard Guare. It was published in 2009 by the Guilford Press in New York. In order to get through a day successfully one needs to be organized, focused, use their time wisely, learn from mistakes, be resourceful and resist impulses. These skills along with a few others fall under the category known as executive skills. There are eleven executive skills in total. **Everybody uses executive skills on a daily basis. Some individuals develop these skills slower than others. 

Having a learning difference can sometimes complicate and delay these skills. According to the authors, on average these skills fully develop in late adolescence and young adulthood, up to around the age of twenty. While children are in elementary and middle school more support is needed to foster the development of these skills. Simple tasks around the house such as chores, saving money for a wanted item or following multiple step directions are developmental tasks requiring the use of executive skills.

     The part of the book I found particularly useful was the section where the authors discussed ten principles for improving executive skills. An overview based on their work is below:

#1) If a child is deficient in a specific executive skill teach it directly. Provide the child close supervision and then fade the guidance in stages.

#2) Consider the child’s developmental level. One needs to understand what is typical at that particular age and match the task to the appropriate level.

#3) Move from external to internal – which means at first a parent or teacher may need to control the environment in order to build up the child’s confidence and understanding of the skill. Slowly, the executive skill will be internalized so that independence can be reached.

#4) Encourage the development of executive skills by changing the environment, task or the method in which one interacts with the child. The way you learn a skill may not be the way your student/child needs to be taught the skill.

#5) Children innately want to control the situation - use this to YOUR advantage. This means design the situation so that the teacher or parent is in control, but the child is learning some executive skills (and thinking they are in control). This can be accomplished by establishing routines and schedules, building in choice making opportunities, guiding them on how to negotiate (do this to get this) and practicing hard or demanding tasks in small steps.

#6) Modify tasks to match a child’s effort level. This aids on maintaining a sustained effort. For instance, complete an easy step, then reward, and then build upon each step slowly.

#7) Use incentives to foster development. Find what is rewarding for your child: praise, stickers, extended bedtime, etc. and use this to entice them to push themselves.

#8) Provide just enough support for the child to be successful. This will avoid the child from becoming dependent on the teacher or parent.

#9) Keep support and supervision in place long enough until the skill is mastered.

#10) When the decision is reached to stop supports, incentives, or supervision make sure to do it slowly.

**The eleven executive skills are: response inhibition, working memory, emotional control, sustained attention, task initiation, planning/prioritization, organization, time management, flexibility, goal-directed persistence, and metacognition. At a future date I will be doing a more in-depth look at each of the individual executive skills.

Have a wonderful day and think of all the executive skills you use to accomplish even the smallest of tasks.

Kim Turse, M.Ed.

Learning Specialist

Overview of Executive Skills

The gray mass that sits in your skull is such a fascinating organ. In particular, the frontal lobes of the brain, which are the location of a set of mental processes known as executive functions. These processes are “responsible for our ability to plan ahead and organize our behavior in order to accomplish future goals. We use these skills every day when we think about what we have to do, organize our thoughts, control impulses, come up with ideas, solve problems and integrate feedback from our environment.” (Salimpoor 2004)

When a baby is born the brain weighs only about twelve ounces and by the time that same child has reached puberty the brain is moving closer to the three pounds of final weight. The increase in weight is due to the changes and development the brain is undergoing. The brain is making and fine tuning connections. There are two significant growth periods for these connections, about age five and then again around age twelve. Since development is individualized to the person, people develop their executive skills at varying rates. By around age twenty-one, executive skills are usually well-developed.

A breakdown of the executive skills and a brief explanation of each:

· Inhibition: Inhibition is the ability to resist being impulsive. The motto, “Think, before you act” fits this skill. By strengthening this skill one is more able to evaluate a situation or event and react in a well-thought out manner.

· Emotional Control: Is one’s ability to respond to stimuli without an emotional meltdown or outburst. By keeping one’s behavior and emotions under control, one is less likely to respond to disappointment, failure or frustration with excessive lengths of time of feeling upset, or an emotional explosion.

· Working Memory: Is one’s ability to hold a certain amount of information in the brain in order to carry out a task or activity. This is essential in order to complete multi-step directions. This also incorporates the ability to use their past learning and apply it to a current situation.

· Task Initiation: This is the ability for one to start a task without being told to do so.

· Time Management: Is the ability to determine how much time needs to be allotted to complete the task. This is important in order to meet deadlines.

· Planning / Prioritization: This is the ability to create a method or plan in order to finish a task. Planning includes setting a goal and figuring out the best way to work toward the goal. This skill also includes being able to determine what should and should not be important to focus upon.

· Organization: This skill includes the ability to keep track of personal materials and to be organized with the information that they are given.

· Shifting / Flexibility: This skill includes the ability to make transitions easily, rethink a plan if bumps in the road occur, and to be adaptable to changes.

· Monitoring: Is one’s ability to determine how one is doing and evaluate their performance. This would include checking their work for errors. This also includes the ability to reflect upon their behavior and see how it is impacting upon others.

Information based on an article from Principal Leadership, March 2009

http://www.nasponline.org/resources/principals/Excutive%20Functioning_NASSP_Mar%2009.pdf