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The goal is to help students become good decision makers and learn how to engage their own executive skills. We hope to assist students to internalize the road maps to success and follow the procedures of enhancing specific executive skills. Dana Parker

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We should help students develop habits of mind that are as important as any content curriculum.  I noted that many times we are reminded to both practice the procedures we develop with students and fade the supervision.  Dana Parker

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We should help students develop habits of mind that are as important as any content curriculum.  I noted that many times we are reminded to both practice the procedures we develop with students and fade the supervision.  Dana Parker

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P. 101 Response Inhibition, Emotional Control

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P. 101 Response Inhibition, Emotional Control

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I like how the steps include the student's participation in helping them create an awareness of what their triggers are by identifying the locations where impulsive behaviors usually occur (circle, transitions between classes, gym, etc), creating strategies to minimize impulsivity with the student and practice the strategies via "role playing" or "pretend play."

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The recommendation of classroom routines is what I found most helpful and need to do a better job with. There are three or four different people that come into and out of the room each day so a consistent classroom routine would be beneficial. We have self-contained students who would benefit from shorter routines once we come up with a collective routine. Since we have new students coming in and out throughout the school year reviewing and having students that were not there in the beginning involved in the revision will help with the buy-in. 

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The recommendation of classroom routines is what I found most helpful and need to do a better job with. There are three or four different people that come into and out of the room each day so a consistent classroom routine would be beneficial. We have self-contained students who would benefit from shorter routines once we come up with a collective routine. Since we have new students coming in and out throughout the school year reviewing and having students that were not there in the beginning involved in the revision will help with the buy-in. 

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pg. 99, pg. 115 Learning to Control One's Temper

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pg. 99, pg. 115 Learning to Control One's Temper

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Creating a "Hard Times Board" for specific situations that are upsetting to students as well as outlining the 'Can't Dos' and 'Cans' for managing these situations. Understanding that even with these in place and with practice that there may still be times that the student loses control and can't calm down or effectively use any of the strategies on the board.

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I have assigned 2 presentations to my class( HS self- contained History). I gave my students certain dates that different parts of the assignment were due . For example, the Title page and subject of the presentation may be due on the Monday before the Friday the presentations were to be shown to class. I was a little lenient with my deadlines. The presentations were done on time and the kids did a great job. Maybe next time I will be more consistent in the routine. This will help the students get used to meeting deadlines. After reading pages 81 -85, I realize its better to keep and maintain a routine. My leniency may not be helping the students in the long run.

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p. 99, p. 118:  Emotional Control, Response Inhibition, Flexibility
Many of my students have significant difficulty self-regulating their emotions. We spend a lot of time talking about strategies for handling big feelings, but these pages gave me some new ideas about how to be more systematic (and proactive) with teaching students how to recognize their own triggers as well as some new phrases for self-talk.

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p.115 - emotional control / environmental modifications

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p.115 - emotional control / environmental modifications

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I liked how the book outlined several obvious but perhaps overlooked techniques to help students manage emotions in order to achieve goals and complete tasks. These include anticipating problems and preparing students before they occur, and the practice of positive self-talk as a means of facilitating a way students can help themselves be brave and value perseverance. These types of techniques don't always just work, the book reminds us that these need to be specifically taught and routinely practiced across settings.

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The recommendations listed to help the students cope with anxiety are practical and effective. I have used similar strategies in the past with the exception of the "worry board" which I would include in the future. It allows thoughts and ideas to be written out in an organized manner. They can store it in a binder or backpack and easily refer to it when they begin to feel anxious.

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p. 84 Teaching Students How to Pay Attention

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p. 84 Teaching Students How to Pay Attention

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I found this strategy very helpful in breaking down the steps for explicitly teaching students how to pay attention (asking students how teachers know when kids are paying attention, w. the student develop a description of what paying attention looks like, etc.). I am interested in looking into the phone app Motivaider that can be programmed to vibrate at random intervals to prompt the child to re-focus.

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I plan to use some of the work planning ideas to help students begin a task and sustain attention.

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I often am so intent on the work we have to do that I forget the importance of routines. I will focus more on maintaining routines to help teach children to prepare, organize, and enter the learning mindset.

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p.99- Emotional Control, Response Inhibition

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p.99- Emotional Control, Response Inhibition

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One strategy I found to be helpful to read through is learning emotional control & response inhibition. I have been working with a student who struggles to regulate her emotions. Some of the ideas I would like to implement with her are making a list of triggers and creating a "can" and "can't do" to help her be more successful throughout the day.