On this episode, Emily Kircher-Morris and Carrie Bonnett discuss the intricacies of executive functioning, its significance in academic and life success, and the challenges faced by neurodivergent individuals. They explore strategies for improving executive functioning skills, the importance of emotional regulation, and the need for educators to understand and support students struggling with these skills. Emily and Carrie also talk about the importance of motivation, making invisible tasks visible, and the journey of learning and adapting strategies to enhance executive functioning. That’s all on episode 244!
Takeaways
Executive functioning skills are crucial for getting important tasks done.
Many people struggle with executive functioning, especially neurodivergent individuals.
Teaching executive functioning involves education and strategy development.
Motivation often comes after starting a task, not before.
Chunking tasks into smaller steps can reduce overwhelm.
Making the invisible visible helps manage tasks and time.
Emotional regulation is closely tied to executive functioning skills.
Negative messaging about executive functioning can impact self-efficacy.
Educators should focus on understanding and supporting students' unique needs.
It's important for students to know they are not alone in their struggles.
Remember, you have until 11:59 pm Pacific time on Friday night, October 4th to join our Educator Hub! Remember that this is the final chance to sign up until after the holiday season. If you’re an educator, you should look and see if this community might be helpful in making your classroom a more neurodiversity-affirming place. Click here to check it out.
Carrie Bonnett earned her BBA in Marketing from the University of Notre Dame. However, her career trajectory shifted after a transformative volunteer experience at an underserved school, where she discovered a passion for teaching. This newfound passion led her to pursue a graduate degree in teaching at the University of Portland.
Over the course of her 20-year career in education, Carrie has taught in both private and public schools across the United States, working with diverse student populations. Her experience includes supporting and teaching executive functions, even before she had a formal understanding of the concept. She has served as a classroom teacher at both the middle and high school levels, as well as a substitute teacher for all grades. Currently, she is an adjunct instructor at the University of Portland, where she teaches early-career teachers.
She holds endorsements in Social Science and English Language Arts and is a certified teacher in the State of Oregon. Additionally, she has received training in the Seeing My Time® curriculum.
BACKGROUND READING