Teaching Our Children Executive Functioning Skills

As teachers prepare to support students this coming school year, they are consciously considering how to incorporate the 10 executive functioning skills in daily classroom activities. Summarized below are activities that I use daily in my classroom to shape executive functioning skills to ensue my students are successful with classroom routines and self-management:

Planning and Organization

When teaching reading, my goal is to increase student reading stamina by practicing a sequence of tasks:

• Reading the pictures to connect with the story (characters + setting) to determine what the story is about
• Looking at words to match the vocabulary meanings
• Reading the story with reflective stops or pauses with vocabulary to confirm what the story is about
• Remembering the core elements of a story that include who, what, where, why, and how
• Applying comprehension strategies of sequencing events or retelling key ideas
• Creating visual charts or graphic organizers to help students increase their comprehension skills when reading a story

When teaching math, students have math goals to build their math stamina with tasks:

• Checking for knowledge and understanding before introducing a new math concept or operation
• Giving student choice to work alone or in a small group to complete daily assignments
• Having students review math facts while using the four operations of addition, subtraction, multiplication, and division
• Reviewing math operations with a quick problem that students can solve on their own or work with a math buddy for a solution
• Training peer tutors to assist students who need added assistance to complete assignments

Task Initiation and Flexibility

When working with students, my goal is to evaluate each student’s individual learning needs and adjust individual assignments to build student skills and independent stamina by:

• When introducing a new assignment, I check for understanding and have the students work on their own for approximately 10 minutes.
• As students work individually on their assignment, I walk by each student to observe their ability to complete the assigned activity. If they are stressed or distracted, I break down the assignment to a manageable task.
• As other classmates complete their assignment, I assign a buddy or tutor to assist individual students who are struggling to complete their assignment.

Attention and Self-Control

I use a variety of brain breaks to keep my students motivated and focused on their daily activities. These may include:

• Exercising with videos and songs
• Repeating classroom mantras and call back cheers
• Breaking up the day with movement breaks like recess, lunch break, and morning lap running
• Using fidget toys to help with anxiety and manage stress (at their desk and in a quiet zone / relaxation area)
• Creating a classroom reward system with students working together as a team for special rewards and classroom celebrations
• Having students select their own reading materials that match their interests
• Creating flexible time for students to work together in free play, art activities, or computer game play

Metacognition (e.g. review of what you know and re-dos) and Working Memory (e.g. mental math)

Student metacognition and working memory skills are reinforced when teaching, modeling, and practicing what is being taught in each subject area (with visual tools). Students are able to reflect and assess what they learned by creating and reviewing a proficiency rubric in reading, math, and writing assignments. They can also identify academic and behavior skills that they wish develop or improve by setting a goal to monitor in the next few weeks. Homework assignments and individual projects can be aligned to support practicing these new learning milestones.

Time Management

Each morning my students review the schedule for the day. At the end of each day, they review the class schedule assignments and reflect on their accomplishments and challenges for the day. Through this daily class reflection, students evaluate what their strengths are and decide what to accomplish the next day in class. They also set goals on how they will manage their time to achieve these results. If students have had a very respectful and productive week, they are rewarded with a free play activity at the end of the week.

Perseverance

As our class works together as a team, they learn to support each other in achieving their individual learning goals and cooperatively support each other in these achievements. As a team, the students celebrate each other’s successes and support the learning of individual students as peer tutors. My job as the teacher is to guide these many milestones and celebrate small wins along the way. I adjust the schedule on challenging days to ensure all students feel validated and successful in their learning and self-growth. By integrating executive functioning skills in daily classroom activities, my young students are learning the basic skills required for success in their personal lives and professional careers.

Teaching Kids How to Be Kind

School is starting and our children will be learning new classroom management procedures with their new teachers in the next few weeks. Many of the classroom management procedures we use at our school stress being respectful and supportive to our classmates and our teacher. As a substitute teacher, I work very hard to be kind to all around me. This past summer, my grandkids observed me while I was very patient and considerate to service employees while vacationing. I extended these same acts of kindness to the grocery store staff, bank staff, restaurant personnel, and shoe store staff. I find that when I consciously act kinder to my family, friends, and community members, I am treated with more respect. I also consciously modeled this healthy behavior with my grandkids when they stayed with us in the summer. I was thrilled when my grandkids commended me for this healthy behavior!

Applying Kindness at School

As a substitute teacher, I created a variety of reading and writing learning modules for primary grade students that include human acts of kindness with the following topics:

• Family Values and Classroom Team Building
• Goal Setting and Extreme Weather
• Rattlesnakes and Venomous Snakes
• Winter Weather and Gratitude
• Bios of Famous People
• Solar System and Earth Day
• Soil, Conservation, and Waste Management
• Fractional Relationships Through Art
• Resume Writing
• How to Self-Publish and Enter Writing Contests

Writing and Applying Acts of Kindness

While exploring and writing on these topics, students will be able to apply human acts of kindness as they help each other with developing their stories, learning how to research information, and supporting each other through editing and tutoring. Students can learn more about how community members support each other through their research. They will also have a chance to share their stories with their classmates through gallery walks and pair and share storytelling. Older grade level students will be able to lead younger grade students in games during recess and help in the classroom with teacher led activities.

Building an Effective Classroom Management Model

As I increase my skills in modeling human acts of kindness, most students will be receptive to my modeling and will demonstrate their skills and abilities in sharing kindness with more classmates and friends. They will also serve as role models for the more challenged students and encourage their peers to work cooperatively together as a team. And finally, these kind leaders will guide their more challenged peers to cooperate for the good of the class and the healthy climate of the greater school community.

Happy new school year of collective kindness and care for all!

Helping Kids with ADHD Focus: Classroom and Home Strategies

As a special education teacher, I’m frequently asked to observe students who appear to be distracted. As teachers, we can’t diagnose but we can find ways to support students who struggle in the classroom, regardless if it’s ADHD.

Today’s classrooms are not what many think, learning is hard and standards must be met, so students spend more time sitting than moving around. Students’ minds move fast, their energy levels fluctuate, and traditional learning environments don’t always meet their needs. Parents often ask, “How can I help my child focus better?”

Understanding ADHD in the Classroom

Children with ADHD often experience:

• Difficulty maintaining attention (especially on non-preferred tasks)
• Impulsivity (blurting out answers, interrupting, acting before thinking)
• Hyperactivity (constant movement, fidgeting, trouble staying seated)
• Executive functioning struggles (organizing materials, following multi-step directions, remembering assignments)

It is important to note that the term “ADD” changed to “Attention-Deficit/Hyperactivity Disorder” (ADHD) in 2013 with the release of the DSM-52. The official change in terminology occurred with the publication of the DSM-IV in 1994.

What can teachers do within their classrooms?

1. Provide Movement Breaks

Sitting still for long periods is difficult for students with ADHD. Movement can help them focus.

• Allow short brain breaks (e.g., stretching, jumping jacks) between activities.
• Use alternative seating options like standing desks, wobble stools, or yoga balls.
• Let students move while they learn, such as walking while reading or using hand motions for new concepts.

2. Offer Flexible Seating and Workspaces

Some students focus better in quiet spaces, while others do better with background noise.

What Teachers Can Do:

• Create a variety of seating options—quiet corners, floor cushions, or desks with dividers.
• Allow students to choose where they work best for certain tasks.
• Use noise-canceling headphones for students who are easily distracted by sound.

3. Break Down Tasks into Small Steps

Many students with ADHD struggle with multi-step directions.

What Teachers Can Do:

• Give one instruction at a time instead of a long list.
• Use visual checklists to help students stay on track.
• Offer frequent feedback to keep them engaged and motivated.

4. Use Visual and Hands-On Learning Tools

What Teachers Can Do:

• Use graphic organizers to help with writing and reading comprehension.
• Incorporate hands-on activities (e.g., manipulatives in math, science experiments, or interactive notebooks).
• Use color-coding to help with organization (e.g., different colors for subjects or materials).

5. Build Predictable Routines

Changes in routine can be difficult for students with ADHD.

What Teachers Can Do:

• Establish clear daily schedules with visual schedules or timers.
• Give transition warnings before switching activities.
• Maintain consistent classroom rules and expectations.

6. Provide Positive Reinforcement

Students with ADHD often receive negative feedback for their behavior, which can lower self-esteem.

What Teachers Can Do:

• Use praise and rewards for effort, not just accuracy.
• Create a positive behavior system (e.g., sticker charts, token rewards).
• Focus on strengths, such as creativity, problem-solving, and enthusiasm.

7. Allow for Fidget Tools

Fidgeting is a way students with ADHD self-regulate and stay engaged.

What Teachers Can Do:

• Provide fidget tools like stress balls, putty, or small hand-held items.
• Allow doodling or note-taking during lessons to help with focus.
• Set clear rules for using fidgets appropriately (e.g., not distracting others).

What can parents do?

1. Establish a Structured Homework Routine

Homework can feel overwhelming for kids with ADHD, but structure helps.

Tips for Parents:

• Set up a consistent workspace that is quiet and free from distractions.
• Use a visual schedule to outline tasks and break them into small steps.
• Incorporate movement breaks (e.g., 5 minutes of jumping or stretching between assignments).

2. Use Timers and Alarms

Students with ADHD often lose track of time, so timers help them stay on task.

Tips for Parents:

• Use a visual timer (like a Time Timer) to show how much time is left for a task.
• Set a “beat the timer” challenge for short tasks to make it more engaging.
• Try the Pomodoro technique (25-minute work periods followed by 5-minute breaks).

3. Reduce Clutter and Improve Organization

Disorganization makes focusing even harder for students with ADHD.

Tips for Parents:

• Use color-coded folders for different subjects.
• Create a designated homework station with necessary supplies.
• Help your child clean their backpack weekly to prevent lost assignments.

4. Encourage Physical Activity

Exercise helps regulate dopamine levels, improving focus and impulse control.

Tips for Parents:

• Let your child run or play outside before starting homework.
• Consider sports, martial arts, or activities like yoga that improve focus.
• Use active learning strategies (e.g., bouncing a ball while spelling words).

5. Implement a Reward System

Positive reinforcement can help kids stay motivated.

Tips for Parents:

• Use a simple point system (e.g., earning stars for completed tasks).
• Allow your child to “cash in” points for small rewards (e.g., extra screen time, a special outing).
• Praise effort over results to build confidence.

6. Teach Self-Regulation Strategies

Kids with ADHD benefit from learning how to manage their emotions and energy levels.

Tips for Parents:

• Teach deep breathing and mindfulness exercises.
• Use calm-down corners with sensory tools like weighted blankets or stress balls.
• Help them identify what strategies work best for them (e.g., chewing gum, listening to music).

7. Work with the School

Communication between home and school is key to helping students with ADHD succeed.

Tips for Parents:

• Regularly check in with teachers about what’s working and what’s not.
• Advocate for an IEP or 504 Plan if your child needs accommodations.
• Keep track of patterns and triggers that may be impacting your child’s focus.

Kids with ADHD are not lazy, unmotivated, or “bad” students. They simply need the right strategies and support to reach their potential. By making small adjustments—both in the classroom and at home—we can help them develop focus, confidence, and a love for learning.

 

Least Restructive Learning Environments Promote Success

One of the hardest pieces of an IEP to understand is the LRE  or Least Restrictive Environment. It is a fundamental principle in special education. The LRE emphasizes the importance of placing students with disabilities in educational settings that allow for the maximum possible interaction with their non-disabled peers while meeting their unique needs. The primary goal is to provide an inclusive and supportive environment that fosters academic and social development while meeting a child’s individual needs.

Mainstream with Specialized Services

Below are key components included in the LRE.

• Inclusion in General Education: LRE encourages placing students with disabilities in general education classrooms with appropriate support services. This means your child can learn and interact with students without disabilities, promoting a sense of belonging and social integration.
• Individualization of Support: The concept of LRE recognizes that the level of support your child needs may vary. It emphasizes providing individualized services and accommodations to ensure that your child can participate in class activities and receive appropriate educational opportunities.
• Consideration of Specialized Services: While the goal is inclusion in general education, LRE also acknowledges that some students may benefit from specialized services or additional support. These services should be tailored to your child’s specific needs and provided in a way that minimizes segregation from their non-disabled peers.
• Collaboration between Educators and Specialists: Achieving the least restrictive environment often involves collaboration between general education teachers, special education teachers, and other specialists. They work together to create an inclusive and supportive learning environment that meets the diverse needs of all students.
• Regular Monitoring and Adjustments: The placement in the least restrictive environment is not a one-time decision. It involves ongoing assessment and monitoring to ensure that the chosen setting continues to meet your child’s needs. If adjustments are needed, they should be made to promote your child’s success and well-being.

Participate with All Students

In essence, LRE is about striking a balance between providing the necessary support for your child with special needs and fostering their inclusion in the broader educational community. It is a commitment to creating an environment where every child can learn, grow, and interact with their peers in a way that maximizes their potential. I always tell parents and teachers that it’s about what support needs to be in place for the student to make adequate progress in closing gaps.

Behavior Intervention Plans Ensure Student Achievement

A Behavior Intervention Plan (BIP) is a personalized and structured strategy developed to address and modify challenging behaviors in children. It is a proactive approach used in special education to promote positive behavior and provide support for children who may exhibit behaviors that interfere with their learning or social interactions.

Supports Improved Student Behaviors

A Behavior Intervention Plan (BIP) is a carefully designed plan that outlines specific strategies and interventions to address and improve a child’s behavior. It is developed based on the findings of a Functional Behavior Assessment (FBA) and aims to create a positive and supportive environment that helps the child succeed academically and socially. The BIP is tailored to the unique needs of the child and focuses on promoting positive behaviors while addressing the underlying causes of challenging behavior.

Provides Targeted Student Strategies

Key points to understand about BIPs:

• Individualized: Each Behavior Intervention Plan is individualized to the specific child and their unique behavior challenges. It takes into account the results of the Functional Behavior Assessment (FBA), which identifies the triggers and functions of the behavior.
• Targeted Strategies: The BIP includes specific, targeted strategies and interventions to address the identified triggers and functions of the challenging behavior. These strategies are designed to be positive, proactive, and supportive, focusing on teaching the child alternative, more appropriate behaviors.
• Positive Reinforcement: BIPs often incorporate positive reinforcement strategies to encourage and reinforce desired behaviors. Rewards and positive consequences are used to motivate the child to engage in appropriate actions.
• Clear Implementation Plan: The BIP outlines a clear plan for how the strategies and interventions will be implemented. It includes information on who will be involved, what specific actions will be taken, and when and where the interventions will occur.
• Collaboration with Parents and School Staff: Parents are essential partners in the development and implementation of a BIP. Their insights and collaboration are crucial for the plan’s success. Teachers, special education staff, and other relevant school personnel also play key roles in implementing the plan.
• Ongoing Monitoring and Adjustments: A BIP is a dynamic document that requires ongoing monitoring and evaluation. If certain strategies are not proving effective or if the child’s needs change, the BIP can be adjusted to better meet those needs.
• Legal Considerations: In some cases, a BIP may be a legally mandated document, especially for students receiving special education services. It is part of the overall Individualized Education Program (IEP) or Section 504 Plan, which outlines the educational services and accommodations for students with disabilities.

Ensures Student Successes

In summary, a Behavior Intervention Plan is a comprehensive and individualized approach to supporting a child with challenging behaviors. It aims to create a positive and inclusive learning environment that fosters the child’s success while addressing the underlying causes of the behavior. Regular communication and collaboration between parents and school staff are crucial for the effective implementation of the plan.