Over the last few weeks I have found myself constantly checking in on where I’m at on my assignments. We have three assignments due this month two of which are due only three days apart. The assignments and due dates are overlapping and I find myself starting a new one before the old one is complete. I am constantly checking in and evaluating my progress on each of the assignments. I have also been taking into account the grade percentage of each assignment. As I complete another reading on executive skills I think I’m on to Dee…
Executive skills allow us to plan and organize activities and manage the time needed to complete a task or reach our goal. When we have strong executive skills (like most of us at Queens!) we can manage multiple assignments with different requirements and due dates. I believe these three assignments are Dee’s secret way of getting us to utilize these high-level cognitive functions. Metacognition would be one of the executive skills I’ve been using during the last three modules. I am constantly stepping back and checking in on my progress. I have been editing papers and making necessary changes. I have also experienced feelings of pride for my ability to stay on task and organize my time and learning activities. Professionally, the executive skill I see students struggling with the most is emotional control or self-regulation. I have experienced many students in the last few years who have a difficult time managing their emotions which in turn impact their learning. My school has created a Self-Regulation Room (SRR) where teachers can send students who are needing some emotional support. Ideally, the SRR is used as a preventative measure, before the student has a melt-down but sometimes it is used after the fact to try to bring the student’s emotions under control. The article reminded me that while these skills begin to develop in early infancy, they do not fully form until late adolescence or early adulthood. It is not abnormal for my grade one students to struggle with self-regulation from time to time. It is important, however, for us to use strategies that will help form and strengthen the executive skill of emotional control. Reference: Dawson, P., & Guare, R. (2010). Overview of executive skills. Executive skills in children and adolescents (2nd ed., pp. 1–11). New York, NY: Guilford Press.
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November 2018
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