students

Stuck? 12 Ways to Encourage Cognitive Flexibility

by

cognitive flexibility brainThe best way to describe the executive function of cognitive flexibility is to think of Einstein’s definition of insanity. “Doing the same thing over and over again and expecting different results.” That would be cognitive inflexibility. Cognitive flexibility is the ability to notice when your thinking process is not working or to notice when changes have occurred and to be flexible enough to adapt the thought process and to think differently about it. It may be that the goal of the project changed, something in the environment has changed, or the next step cannot be completed due to outside forces and thus the individual becomes stuck and can’t continue.

On the Behavioral Inventory of Executive Functions (BRIEF) there are two categories that relate to this skill; cognitive shift and behavioral shift. Together they can indicate a student’s ability to try different approaches to something whether it is in their thinking or in actually changing their behavior when they notice it is not working. Solving a math problem is a good example of this. The student knows what the answer should be and solves the problem. When the answer is not right, they erase it and try again. Often they are repeating the same mistakes without realizing it.

In students:

  • Stuck on a math problem but not realizing they are doing the same thing and are surprised the answer isn’t different.
  • Difficulty adjusting to changes in plans
  • Projects have various parts to them and when students get stuck on one piece they are unable to move forward.
  • Creative writing is a real challenge as they cannot generate new ideas as they get stuck in one frame of thought.

In adults:

  • Following processes that aren’t effective because “I’ve always done it this way.”
  • Easily “thrown off course” when conditions change
  • Difficulty providing multiple solutions or ideas or in synthesizing something new out of given information

Strategies:

  1. Give advance notice of changes with visual and/or verbal reminders (timers too)
  2. When stuck or when you see the frustration start to build, suggest a break to do something active
  3. Leave yourself a note explaining where you left off, so when you return you can pick it back up quickly
  4. Encourage brainstorming and generating multiple ideas before settling on a specific approach
  5. Start with the end in mind and work backwards
  6. Ask for help, Google it or use a website like www.khanacademy.org
  7. Use a whiteboard and don’t erase the previous approach
  8. Use stories of past successful approaches to remind them of other options/approaches
  9. Create a mind map (using colors and different shapes for key ideas)
  10. Have a backwards day where everything is done backwards
  11. Write down the approaches tried and list other options or give choices
  12. If they play video games, you can get them to explain the different strategies they used to advance to the next level and compare that to their school work

Helping your child brainstorm and learn ways to become more flexible in their thinking will help them become better problem solvers, creative thinkers and successful students. The world is not predictable and we all need to learn to adapt to the changes it may throw at us so that it doesn’t throw us off course.

 

Just Get Started!

by

procrastination-fortune-cookie-500x300The ability to get started on something is called “task initiation or activation” by the experts on Executive functions (Russell Barkley, Peg Dawson, Thomas Brown, etc). Executive functions are those skills that help us get things done.  Task initiation is just one of these executive skills and it involves the ability to START. Difficulties getting started can be the result of not knowing where to begin, what to do, how to generate ideas or how to problem solve to move forward on something. It differs from procrastination in that it is often not deliberate avoidance but a lack of understanding in knowing what to do to start. It can also show up as a difficulty with transitioning from one activity to another.

In children and teens, task initiation may show up as:

  • Difficulty getting started on homework
  • Struggles with generating ideas for writing
  • Problems with morning and evening routines (often needing excessive prompting to be ready for school)
  • Procrastination or being seen as unmotivated

In adults:

  • Procrastination followed by hyperfocus to meet deadlines
  • Projects that never get started
  • Unpaid or late bills, missed deadlines, and feelings of guilt

Removing the roadblocks:

1. Is the environment getting in the way?

If your space is cluttered or you can’t find what you need to get going on something then it is time to take care of that. You end up expending more energy just looking for what you need to get started that by the time you do that, you don’t have the energy or inclination to continue.
Declutter your work space, set up materials you use often in easily accessible places. Rulers, scissors, pens and pencils fit nicely in a mug on the desk.
Set up colored plastic folders or boxes to hold all pieces of an ongoing project.
Take everything out of the backpack and pile the “to do” items on the left and as you complete them move them to the right.

2.  Are you not sure what to do?

Get help understanding what is expected (call a friend or coworker).
Break it down into smaller pieces and pick one piece to start.
Work with a friend (use them as a body double to get you started).
Have someone tell you what to work on.
Use a graphic organizer.
Start with the end in mind. Sketch out what it will look like when completed and work backwards to determine the first few steps. 

3. Nudges, pokes and jabs:

Visual timers, alarms, and phone reminders all serve to designate a start time if you use them.
Set the sleep timer or automatic shut off on your TV, or use ifocusonwork.com to help shut down other distractions so you can get started on the important things.
Set false deadlines for yourself or have someone else set them for you. Put your cellphone in another room and don’t check it until you have worked 30 minutes. Use a timer here so you are not constantly checking how much time has passed. 
Make a deal with someone that you know has your best interests at heart and ask them to help you get started.

 4. Routines

Create a basic week plan so that you know what day you will do what.
Students set up a routine for your homework with a break, snack and start time. Then work for 30-45 minutes before taking another break.
Start with the easiest to build momentum.
Meet your friends at the library to do homework together.
Create a mnemonic that helps you get ready to begin and use it daily.
Create a play list for the length of time before you need to start and use it daily. The more you listen to it, the more your body and brain will get the message that it is time to get to work as soon as this is over.

5. If you still can’t….

Just start, after about ten minutes you will get into it.
Create a mind map or draw out what you need to do. Use colors and shapes to help your brain remember them and pick one.
If you are really procrastinating on something, stop and consider, “What is the worst that could happen if I don’t do this?” If it’s not too serious, then let it go or delegate it. 

Often times looming deadlines, promises to others and fear of failure will push adults to complete a task they have been putting off. Many students though are not motivated by deadlines, grades or loss of privileges. They need help in learning what is preventing them from getting started and help designing a strategy that will work for them.

 

What to Do When You’re Stuck in the Mud with a Fried Brain

by

fried brainThe pressure of homework or rather the pressure of finishing homework for that valuable checkmark is taking away from the point of homework. It used to be that homework was a review of what was learned in school that day, but now often times students are “re”teaching themselves because teachers do not allow enough time for students to process new information.

When students get really focused or feel pressured to get their homework done it is almost like they put blinders on. They are no longer really learning the material they are just trying to get through the assignment. I want to give them credit for persevering but also want them to know that at some point they become less effective and should stop. How many times have you seen your child do a math problem over and over again expecting a different answer? Middle and High School students often have the answer to the math problem and their job is to set up the equation and get that answer. Lots of things can go wrong in this process (calculation error, wrong sign, solved in the wrong order, wrong equation, etc.) but students tend to erase and start again – exactly the same way.

This is called cognitive inflexibility. It happens in kids, teens and adults and is the inability to switch your approach or your thinking to problem solving when what you are doing isn’t working or something changes. It is like getting stuck in mud and not even realizing it. So in the above example, they erase the problem and because they are not 100% tuned in, they could be repeating the same process or same error over again. This can go on and on and that makes homework take longer and longer. Talk to your student about this at a time when they are not stressed about homework and print out the four steps below for them. Help them add to the list.

What to do when you are stuck on your homework:

1. Stop and take a look at what you have done. Check for errors or misunderstandings. If you don’t see anything then go to number 2.

2. Take a non-electronic break (5-15 minutes) and let your subconscious mind work on it and then go back and try it one more time.

3. Stop erasing and use a whiteboard after the first attempt so you can see all of your answers. What is happening?

4. Brainstorm other things you can do. For example you could: Skip it and come back to it, call or text a friend in your class, go back to the text book and reread key information, check your class notes, go in early or stay late for extra help, Google it or use a website like www.khanacademy.org to help.

For whatever reason, students seem to think that they “shouldn’t” use other resources to help them solve a problem. When this happens, they often end up wasting so much time trying to figure things out when a simple search or call to a friend could solve that quickly.

The Past Does Not Equal The Future

by

I am not sure who said “the past does not equal the future” (maybe Tony Robbins) but I think it is an important reminder as we start the new school year.  Just because “x, y and z” happened last year, does not mean it will happen again this year. Each new school year is a chance to start over…a bit like new years. It does have some of the same problems though….we start off fresh and then fall back into our old habits just like those resolutions that last a day or a week.

This year, why not focus on the positive. Acknowledge your child every day they sit down and get to their homework on their own. Rather than “that’s great!” try something that shows how responsible they are being or mentions the new habits they are developing that can lead to improved grades. This encourages them to put the specifics together with their feelings about what you said. This ignites a little intrinsic motivation fire that hopefully they will want to continue to fuel. When kids feel good about themselves and what they can do…there is no stopping them.

Staying with the theme of the positive this year, ask “what” questions rather than “why” questions. Can you hear the difference between: “What homework will you work on next?” And “Why isn’t your math done yet?” It’s all a matter of how you phrase things. Asking “why” questions has an implied judgment in it, don’t you think?

Parents, the new school year isn’t just a fresh start for your child, it is for you too. What can you do to make “x”, “y” and “z” better for yourself and your family this year?

Wishing all my clients and their families (and students and families everywhere) an organized, calm, and successful school year.

For more helpful tips and strategies, sign up for our monthly newsletter here.

What Did You Learn Last Year?

by

Now is the time to review the last school year with your child and use that knowledge for the upcoming year. You’re looking for the “best practices” – those things that worked really well both at home and at school and that you would like to see continue next year.

If your child has ADHD do you think the teacher clearly understood ADHD and were they helpful in providing strategies for school and home? What were the skills the teacher had that you feel benefitted your child? Good teachers have excellent class management strategies, and are organized so that there is little “down time” in between activities. Teachers are flexible and use positive rather than negative reinforcements. They encourage and stimulate your child’s creative abilities. Teachers that do not understand the neurobiology of ADHD tend to have the opposite effect on children – they dislike school, do poorly and it becomes a struggle all year long.

First, how would you rate this year on a scale of one to five? How would your child rate it? What would make it a five? Think about those things and create your own list together to use for the new school year. Here are some ideas to get you started.

Homework strategies:

Do your child’s grades correspond to the amount of time they spent on homework?

Did they work right up until bedtime?

Did they “multitask” between homework and Facebook?

How much is too much time? (Most towns go by the 10 minute per grade rule – check the handbook)

Routines: Would you give yourself an A or an F?

Updating a master calendar for the family weekly

Having meals planned ahead of time (so you can all eat together)

Making sure your child has time to be a “kid” each day

Preparing for the next day the night before

Weekly backpack clean out and a “get ready” for the week

Things to think about for next year

After school commitments – was your child overbooked?

(Could or would you keep the same kind of schedule?)

How much sleep does your child get? (Teens need between 8.5 and 11 hours)

Are mornings rushed? What can you do to reduce that?

If you do this and plan the beginning of the year using it, you can avoid falling back on some old habits that can creep in if you’re not careful. Together you can make it a great year. For now, enjoy the summer.

5 Things to Do Before You Go to Parent Teacher Conferences

by

Parent Teacher conferences; what did you learn about your child?

Most conferences cover the academics, is your child doing well in school? That means can they pass the tests and do they turn in their homework? You also probably learned about your child’s social skills. Are they making friends, being “too social” (talking too much) or getting lost in the crowd?

As a teacher, I loved the opportunity to talk with parents about their children. As a parent I was very intimidated and nervous about those conferences until I understood them and myself better.  If your child is not on an IEP (Individualized Education Plan) or a 504 accommodation plan then you may not interact with your child’s teacher very often (unless there is a problem). So when you arrive at these conferences you may be not be ready for what comes up.

You are part of the team that involves your child, the teacher, the department of education and you. The Department of Elementary and Secondary Education provides the goals that your child needs to attain (they call them standards) at each grade. If your child is not learning these, then their grades will show it. Your teacher is part of that equation, but your child is the other part. Teachers cannot force your child to learn but they can find other ways to make sure that they are getting the skills and knowledge they need. Your job is to make sure that things at home are calm and helpful and that learning and homework are taken seriously. You provide the help when the teacher cannot.

Recommendations for your next parent teacher conference:

  • Review your child’s recent work. Notice any trends, weak areas and strengths so that you can talk about them with your child first and then be prepared to discuss them with the teacher.
  • Talk with your child about how things are going in school. Get specifics about who are his friends, what does he like best about school and what is the least favorite part of school. You may have to advocate for your child as they may not be comfortable advocating for themselves (ex. can’t see the board, can’t hear other student comments, being “bothered” or bullied by a classmate, etc.) so be sure to get details.
  • Keep track of how long your child spends on homework. Ask how the homework is graded (checked off or actually reviewed and graded).
  • If your child struggles with homework, write down some of the strategies you have tried with him or her and be ready to ask for other suggestions from the teacher.
  • Ask about teacher expectations and you will find out what is important to your child’s teacher. If your child meets those expectations, then they will probably get good grades.

Teachers are concerned with how your child is learning when compared to other kids in the class. It often does not concern them if you think your child is not working to their potential as long as they are on par with their peers.

Watch your child study for a test. Do they tend to read and reread the chapter and then do poorly on the test? Or do they really know how to study different subjects using their learning style and strategies that work? If you think your child is working hard and is still not getting the grades then it may be because they haven’t really learned how they learn best. The End Homework Hassle E-Learning Course sends daily emails to your child and organizes, teaches and coaches them through skills and strategies for learning. Help them work smarter and not harder by learning the skills they need to succeed. More information can be found at www.endhomeworkhassle.com

Thanks for reading. As always I welcome your comments below.

Laine

Top 5 Things To Do This Week To Get Organized for School (2)

by
Good grades start at home
Good grades start at home

Don’t wait until school starts to think about getting organized. Do you remember how you felt during the last school year? Is there anything you would like to change for this year? Let’s reduce the stress and make sure you start this school year off organized and ready for anything.

1. Since this is the last week before most schools start, plan a special “end of summer” celebration. It could be a special all day fun event, or a dinner out. Whatever it is, celebrate the end of the summer and the beginning of a great school year. Talk with your child about the positives of going back to school and be honest with them if they have concerns. Having fun together is a great way to keep those communication lines open.

2. Hold a family meeting. A family meeting allows everyone to voice their opinions and concerns in a nonjudgmental setting. You might want to have an agenda the first time so that you stay on track but some topics typically covered are: responsibilities, routines for school, sport schedules, what’s coming up and any complaints anyone might have. Let only one person speak at a time and let the youngest be in charge now and then. Use this time for updating the calendar for the next week and be sure kids put their responsibilities into their agendas each week as well.

3. Use one family calendar. Whether you prefer electronic or paper calendars there should be one family (paper or whiteboard) calendar that is posted where all can see it. Update it during your family meetings to show each family member’s schedule in a different color. This teaches kids the concept of planning and also provides an easy visual for them to check each day to see what is coming up. They should have the same information in their own agenda/planner that is given to them by the school. This helps them to know how to plan their homework time in between soccer practice and a dentist appointment, be prepared for gym day and is the first step towards understanding time management.

4. Handling paper can be a challenge for anyone, but if you have a child or children in school it can easily get out of control. Have you ever “misplaced” an important form that needed to go back to school? This year set up a paper management system. Simply put, create an “in box” for each member of the family and have your child put papers that need to be signed, seen or read into your in box. Then when you have signed them, place them in your child’s inbox where they will pick them up and put them in their backpack each evening. If all papers go in one spot then they are not being moved for dinner (if left on the table) or piled in with the mail, etc. There are magnetic pockets, wood, metal or fabric wall pockets that hang or desk or counter top models that stack, find something that works for you and has at least a pocket for each family member. If there is an extra pocket, you can use it for incoming mail. Having one place for all mail to land until you have time to deal with it, will save you time and energy daily.

5. Create a launch pad and launch into an organized day. Do you leave things near the door so you will remember to take them with you? Then you are already using a launch pad or drop zone. If you create a specific place that is large enough for all family members, then everyone can start their day organized. I recommend packing backpacks, gym clothes and whatever else can be ready ahead of time (your stuff too) and placing them each evening, in the launch pad area. It makes it so much easier if everything your children need is all ready to go rather than trying to get them to get things together when they are half asleep. Give it a try and have a calmer morning.

If you have found these tips helpful and would like your child to receive daily email organization and study skills strategies to help them get and stay organized this year, then check out our e-learning course called End Homework Hassle and help your child start this year off organized and in control.

Homework Hassles

by

I can still remember it as clearly as if it happened yesterday. My son, frustrated at my hovering over his homework, looked up and said, “Mom, you are on me like a shirt!”

I was shocked! I thought I was being helpful. In retrospect, I was doing the opposite. I wasn’t allowing him to learn on his own, to develop critical thinking and problem solving skills, to become responsible and accountable to his teacher (rather than to me), or to learn self discipline. I was preventing him from learning all the skills I thought I was “teaching” him.

Now don’t get me wrong, I think it is important to be supportive of your child if they are having difficulty with their homework. Helping them problem solve without giving them the answers by getting them to “think aloud” through the process they went through can get them to figure out the next steps on their own.

The problems arise when we let our emotions get in the way of our relationship with our child. If your child has ADD/ADHD or executive function challenges then you face the added challenges of getting them to start their homework or to stick with it long enough to finish. This often leads to tension and frustration for both of you and ends up being worse than the homework itself.

Whether your child is in elementary, middle or high school, you want them to succeed and often that means trying to support them without nagging or helping them too much. As parents we get caught up in the “getting it done” mode and not the” how can we make this easier so it doesn’t happen again” mode. For example, by not teaching your child how to plan out a project but instead making his attempt to redeem himself at the last moment rather unpleasant. Then it should be no surprise that he will associate anger, frustration, and aggravation with a long term project that given the right circumstances, he might have actually enjoyed. End result: nothing learned.

Wouldn’t it be nice if someone else could teach them how to plan out that project and get it done ahead of time or learn how to study for a test so that a good grade was practically guaranteed? I don’t think it can be a parent because we are too close and too emotionally involved to be neutral. But a program that systematically teaches skills that are needed to be successful in school directly to your tween or teen through daily email lessons, now that is…..brilliant!

Watch for the launch of our new E-Learning Homework Course coming soon at: www.endhomeworkhassle.com

Goal Setting for Teens II

by

In my previous post I mentioned that SMART goal setting for teens can provide a direction, focus and a measurable path for achieving the success they want. Whether it is to make the team, ace a test or make the honor roll a teen can benefit from clarifying what it is they really want rather than just making a general (and often empty) statement. We have already mentioned that a goal must be specific (S). The easiest way to do that is to answer the “wh” questions of who, what, where, when and why. The answer to the “why” question should resonate with your teen and not with someone else’s wishes for them.

A SMART goal is also measurable (M). In the case of improving grades it would be easy to track the progress on a simple chart. If a teen was trying to make the varsity team, they might want to track their practice time, workout time or the amount of weights they are lifting. This works for tracking a new habit as well. Darren Hardy, Publisher of Success magazine uses a rhythm register to track his new habits throughout the week. Having your teen track their progress makes the intangible, tangible. Now they can see the effort they are putting in and judge whether or not it is enough.

The next two letters (A & R) go together. A goal must be attainable (A) and realistic (R). Aiming for the honor roll is wonderful but it may not be realistic if grades are low or tests are few. It is wonderful to aim high but when forming goals they should be out of reach enough that you would need to stretch yourself and not so easy that you could attain it with minimal effort. Keep in mind that the further you have to go to reach your goal (especially academic ones) the longer your time frame needs to be. In our example of raising a grade by 12 points to an 83%, if only one more grade was added it would need to be a 91% or better. That may not be realistic. If instead there were three or four more opportunities to be graded, then the goal would be much more realistic and ultimately more attainable.

So you can see how important it is for a goal to be “time specific” (T), which is the last letter of the SMART acronym. Have you ever noticed that when you had a deadline coming up that your adrenaline kicked in and you were able to focus and get it done? Perhaps you have joked about “working better under pressure?” This is what happens when you set a time frame for accomplishing your goal. The impending deadline creates all kinds of action in the brain and kicks you into overdrive. It provides the motivation you need to get it done. Use it to your advantage.

A great time to set goals is at the beginning of the school year, but each new term brings another opportunity to create, review or revise them. February brings the start of term three in most schools and this is a great opportunity to prove to yourself what you can do. Start today to create two or three SMART goals. The more practice you have at setting and reaching for goals that meet the SMART criteria, the more likely you are to experience success. Celebrate the direction you are going and the changes you are seeing and let go of any guilt or negativity. Share your goals in the comment box below.

Next time we will take the goal setting to the next step of goal attaining.

Goal Setting for Teens

by

GoalsMany adults begin the new year with high hopes and new resolutions. When I asked several middle and high school age students what their New Year resolutions or goals were, they said, “better grades.” When asked to elaborate though they were at a loss as to how they planned to reach that goal. Students are doing what they feel is the most they can do and then just hoping that it is enough to raise their grades. Sometimes they are surprised when it is not.

What is a Goal?

How can we help them set and attain a successful goal? The first step is to make sure their goal is a SMART goal. By that I mean it needs to be specific, measurable, attainable, realistic and time specific. (My apologies to the creator of that acronym). Let’s talk about the first two today. So, how do you make “better grades” more specific and measurable?

What does that look like?

First, define which grades they would like to improve and by how much. If your student is bringing home C’s and B’s, then honor roll is not out of reach but some subjects will need more work than others. For instance,” bring my science grade up from a C to a B” is more specific than “improving my grade”. From this point they can find out what their numeric average is and actually calculate how many points they need to raise it up a grade.

Next, make the goal measurable by using the average they are aiming for. For next term, I will raise my science grade by 12 points to an 83% in order to get a B for the term. Now they can actually figure out the specifics they need to raise that grade. If they studied for an hour for a test and received a 75%, would two hours be enough to bring their grade to a 91%? That’s right they would need a 91 in order to bring a 75% up to an 83%.  A low grade takes extra effort to raise their average by a few points. Homework also has an effect as it often throws students a curve ball because they do not understand the impact  one missing homework can have.

If your student would benefit from help with goal setting, time management and organization skills, then check out our upcoming class, Super Skills for Students.

Image thanks to Pixabay