Student buy in - executive functions

 So, now you have done some work on improving your own executive functions.  The next step is how do we roll this out to our students.

The first thing I want you to think about is the following feedback -- all direct quotes from my high school students from the last 2 or 3 years.  Here is a link to follow.

In all honesty, some students are more ready to hear about executive functions and some students are not as ready to learn about executive functions.  Part of that is due to the age group you are working with, and part of it is going to be due to previous school/work experience and the previous successes or struggles of your students.

One strategy that I have found effective is to list out the different struggles that students sometimes have in the classroom (could be academic, emotional, social, etc).  I have listed some pretty typical responses below.

• Working on long term projects
• Determining how long tasks will take -- usually not allowing near enough time
• Communicate specific details in an organized matter (both written and orally)
• Balance wants/desires with needs/responsibilities
• Managing independence
• Paying attention and avoiding distraction
• Realistic goal setting (similar to determining how long tasks will take)
• Regulating behavior -- being appropriate, having an appropriate response
• Procrastination -- don't we all suffer at times 😀
• Staying calm when schedules/routines change
• Keeping track of needed/necessary materials
• Proofread/check own work
• Transition from one activity to another

Once students have identified areas that give them stress or that are areas of growth, here are some things to keep in mind as you begin to work with your students

• Be prepared to negotiate and compromise -- students need to have voice/choice
• Set intention -- you are trying to help the student become more successful and independent
• Chance to be an adult -- making choices, having opinions values, setting limits
• Acknowledge progress (don't expect perfection).
• This is not about fixing behaviors -- this is about empowering students with the necessary skills
• Be open to talk about your own strengths/struggles and how you use your executive functions outside of the classroom

Do not....

• Believe your way is the best way -- we are all different and need different things
• Compare them to a sibling/classmate -- we are all different and need different things
• Give a compliment and criticism in the same sentence... 
• "You finally organized your room, it is about time.  Why can't you be more responsible!!"
• Be angry or critical -- regulate your own emotions first

Getting students to buy in can be overwhelming work.  Keep in mind to acknowledge it won't be perfect, but is it progress?

In the next blog post, we will look at some specific coaching strategies.