Categories
ADHD Dyslexia Learning Differences Student Perspective

Fixing a Broken Model, Part 2

This student-authored post is part of a series that highlights student perspectives around learning and executive function in the classroom. You can read part 1 of this post here

An article written in the National Library of Medicine says that when dyslexic students are misunderstood, it “leads to a struggle with the teacher, with the parents and with themselves. The result can be a child deemed to be ‘incorrigible,’ a judgment which can further traumatize the individual.” As a student, I’ve always been annoyed by these misconceptions. Throughout my education, my annoyance led to frustration, my frustration led to anger, and my anger led to despair.

A Broken Model

The current educational system is not working, as it is not acknowledging everybody’s differences. The education system needs to be modernized; schools have been using the same model for decades. Most traditional school practices are outdated, not preparing students for modern life. In the words of Sir Kenneth Robinson, an educator known for working to revitalize the education system, “reforming is no use anymore, because that is simply reforming a broken model.”

Solutions

Schools need to work with their students to foster individualism. They need to create a place where students are able to explore what they want to learn in a way that they can learn it. Everybody has different strengths and weaknesses, so why are we torturing people by penalizing them for having weaknesses?

One of the easiest ways teachers can create a productive classroom environment is to engage with students and ask them how they feel. Making sure students feel comfortable interacting with their teacher and advocating for themselves is crucial. But it’s even more important that the teacher uses that information to help a student. If a student is struggling and has a solution, their teachers need to do everything in their power to make sure the student gets what they need.

A Path Forward

It’s becoming accepted that teachers must address all differences to create an optimal classroom environment. To truly welcome diversity, schools must accept diversity of thought. The goal of educational systems should be to create a world where students’ differences aren’t stigmatized but accepted; where it’s understood that everybody’s brain is just as unique as their physical appearance. We all have two eyes, two ears, one nose, and one mouth—and we look unique.

To truly create change, schools need to acknowledge their shortcomings and try to fix them by listening to student voices. By doing this, schools can help students’ individuality become their strength.

  • C. Solomon, Student Contributor

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

Categories
Cognitive Flexibility Learning Differences

Another Theory of Procrastination

In the executive function field, we think of organizing, planning, and prioritizing as the solutions to procrastination. However, in “Why You Procrastinate (It Has Nothing to Do With Self-Control),” Charlotte Lieberman (New York Times, 3/25/19) suggests that there are deeper reasons for these habits. She describes procrastination as the seemingly irrational choice that people make to think of the present, rather than the future, in order to avoid tasks that might expose our insecurities, provoke anxiety, or simply bore or frustrate us.

Basically, when we procrastinate, our inner six-year-old takes over. Some of this ‘now-oriented’ behavior is hard-wired; humans are programmed to think of their present needs and tend to see their future self as an abstraction. After all, we are often told ‘to live in the present.’ When viewed in this light, the choice to procrastinate makes a lot of sense.

The flaw in this logic is that it robs us of the joy of a job well done. The satisfaction of having completed a task lives in the future, but without this feeling of accomplishment, work becomes associated with negative feelings of self-blame, stress, and low self-esteem. Any short-term positive feelings we get from procrastinating are outweighed by these toxic emotions, which may cause us to procrastinate more to escape them, contributing to a cycle of chronic procrastination.
Lieberman offers several suggestions to overcome the desire to procrastinate:

Don’t be too hard on yourself! Accepting where you are instead of berating yourself helps break the negative loop.

Think of the first step, not the entire task, and take that action. Sometimes planning out each step can make a task appear overwhelming, so considering only the next thing to do may make it seem more possible.

Hide your temptations (or make them less convenient). Turn off or delete distracting apps, or give yourself a difficult password. Go someplace that’s free of distractions. Put a “Do Not Disturb” note on your door.

Open up the path for what you want to get done. Set out needed materials, open the document, and clear a workspace ahead of time.

Overall, don’t blame yourself for being lazy. Executive function strategies, including time management and prioritizing, won’t help if you become trapped in a cycle of feeling bad about your procrastination.

We all procrastinate, that’s not going to change, so accept it, pick your motivational strategy, and get going! Who knows, maybe you were doing something useful while you were procrastinating. So enjoy that clean refrigerator, and take the first step to starting the task you meant to complete. Your future self will thank you!

Categories
ADHD Learning Differences

Where Are All the Characters with ADHD? Here!

When kids read or watch a TV show or movie, they are looking for stories that in some way reflect or validate their own experience. That’s why it is so important to provide students with media that reflect the real-world diversity found in the classroom.

We have compiled a list of characters with ADHD diagnoses (or who probably should have a diagnosis). Some of these characters are more appropriate for adults (you may regret showing your kids The Hangover), but there are options for just about any age!


We’d like to say that this is THE comprehensive list of characters with ADHD, but we are really only scratching the surface. By sharing a book, show, or movie where a main character has ADHD, you are showing your students that not only is having ADHD perfectly normal, but oftentimes the traits of ADHD can come in handy as the characters navigate the challenges they face.

Characters with an official ADHD diagnosis
Characters that have many ADHD traits but no diagnosis (perhaps because the term ADHD did not exist)

So, what do you think? Did we miss any of your favorites?

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