Autism Awareness Month

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April is also Autism Awareness Month. In an effort to raise awareness about autism spectrum disorder (ASD), it is important to both spread valuable information and to debunk common misconceptions. With diagnostic data indicating a rising rate of almost 1 in 70 births, it is likely that autism will affect someone that you know. 

An autism diagnosis will affect each member of the family differently.

Because of the time, money, and stress associated with treating and managing a child with an autism diagnosis, the entire family will experience the pressure in some way.

For instance, due to lack of knowledge on the topic, or misconceptions about ASD, parents or guardians may blame themselves for somehow contributing to the disorder. It is a natural instinct for parents to feel that they must shoulder the blame, but this is simply not the case. When the condition was first recognized in the 1940s, experts in the field of psychology believed that autism was an emotional disorder brought on by “detached” or unaffectionate caregivers. Psychologists thought that the child’s inability to socially connect was primarily due to parenting styles. While these theories surrounding children on the autism spectrum have long been discarded, parents sometimes still maintain a sense of guilt or responsibility.

Naturally, other siblings in the family may feel that the parents are focused more on the child with special needs. They may feel neglected or even act out to gain attention. Similarly, it is common for children with ASD to follow very specific routines, including sleeping and eating patterns. This may mean that the family’s meals and schedules revolve primarily on the child with special needs—again creating a sense of jealousy or competition amongst the other siblings in the household.

Early diagnosis and interventions are crucial.

According to autism-society.org, “The estimated lifetime cost of caring for someone with autism ranges from $1.4-2.4 million, but this cost can be reduced by two-thirds through early diagnosis and intervention.” Resources, such as behavior specialists and different nonmedical interventions provide numerous options for families that have encountered a recent autism diagnosis. The many options available—from art, music, and animal therapy—to applied behavior analysis allow families to take multiple approaches when it comes to treatment.

An autism diagnosis should not be a roadblock to independence in adulthood.

Too often, a developmental delay or disability of any kind is seen as an obstacle—a door that is closed. What many people do not know is that autistic children, while they do not grow out of the condition, go on to become successfully independent adults. Mainstream education is simply the beginning. A large percentage of students with ASD further their education after high school, earning degrees and preparing for the workforce. More and more, colleges are providing support for students with special needs. Everything from social skills and career readiness, to life skills and job placement, are provided on campuses.

Independent living and close social relationships are also a reality for many adults with ASD. Simply put, with the right interventions and supports, families managing an autism diagnosis have a plethora of supportive resources and options to help their children thrive and succeed.

Autism Awareness Month: In the Classroom

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April is Autism Awareness Month. Autism Spectrum Disorder may present itself in many different ways in and out of the classroom. In an effort to raise awareness and support for each and every student, it is important that educators are informed about Autism Spectrum Disorder and learn strategies to help our students feel comfortable and achieve success. With diagnostic data indicating a rising rate of almost 1 in 70 births, it is likely that this information will prove to be helpful in the classroom.

Because treating and managing a child with an autism diagnosis is often stressful and nerve-wracking for parents, it is common for parents to be more involved and hands-on in many aspects of the child’s education. Especially when transitioning into a new class or school, parents, too, will likely need some extra TLC and reassurance to ease the stress of acclimating their child into a new environment.

Plan to maintain consistent and positive communication with parents of your students with special needs. Be sure to ask parents about successful strategies that they implement at home. As much as possible, reinforce these practices in your classroom. The more consistency that your students experience, the better. Remember that, as always, parents are your biggest assets when finding ways to best serve your students.

Maintaining a stress-free environment is always the goal. However, this is especially important when considering the needs of a student with an autism diagnosis. Stress, loud noises, commotion, or unexpected changes in the routine can totally throw students for a loop. Students on the spectrum are usually most comfortable when routines are maintained and expectations are met. If you are planning a collaborative group activity, a boisterous lesson, or anything that strays drastically from the norm, consider how your student may react. Being proactive as opposed to reactive can mean the difference between a good day and a bad day for your student.

Plan assignments and activities that generate positive self-esteem and celebrate every student’s unique talents. Too often, when we hear of a diagnosis or condition, our minds jump straight to the hurdles—“such and such is more difficult for so-and-so.” Instead, consider how to highlight your student’s unique strengths and hidden talents. Student choice is the best practice as is, but be sure to keep an open mind and truly tap into the interests of your students with special needs.

Providing encouragement while maintaining your perspective is not always a simple task when dealing with a student’s strengths and weaknesses. What we consider to be supporting, praising, or reassuring may actually come across quite differently, depending on a student’s social perceptions. Some students with ASD are not comfortable with any sort of recognition or attention—giving this type of attention, no matter how positive, may cause unnecessary distress. It is also possible that constructive criticism or suggestions could be taken more negatively than intended. Thus, we must be cognizant of student sensitivities and preferences when providing praise or suggestions for improvement.  

Behavior Management

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A few years in the classroom has taught me a lot in terms of managing behaviors. I can honestly say that behavior management can make or break a classroom environment. As amazing as your planning and delivery might be, without the proper management in place, an unruly classroom will derail any lesson. If you have hit a speedbump in your management style, which happens to even the most seasoned teachers, consider these pointers:

Be the adult.

When it seems that your buttons are being pushed from all angles, remember that these are children or adolescents with whom you are dealing. There is no negotiating unless you feel the need to open that door. When students push back, keep your head and say something like, “I’m sorry you are upset, but I gave you my answer. This conversation is over.” This lets them know that you are in charge and that no amount of effort on their behalf is going to change the decision you have made—because trust me, they will try to convince you otherwise. Once you have made your decision, close the door on negotiating, begging, guilt-tripping, etc. Be sure to stand your ground—the second that you go back on your word, you’ve lost. Explain that no amount of disrespect or anger is going to help their cause, regardless of how much they argue, question or try to manipulate you.

Remain calm.

Similarly to standing your ground, teachers must remember to try to remain calm and keep cool—even when the students are not doing the same. Easier said than done, I know. We teachers know all too well that emotionally engaging in an argument or tiff with a student is never beneficial. Again, you are the adult. The conversation ends when you end it; no need to fuel the fire. As much as we are inclined to be kind, supportive, and nurturing towards the young people in our classrooms, we must remember that we do not need to seek their approval. Every student will not always like you all the time, but building a respectful relationship is what matters most. When you start to feel bad or guilty about managing behaviors strictly and swiftly, remember that being their friend is not your prerogative.

Wield power with responsibility.

Frame every decision so that it is in the best interest of your students. Demonstrate fairness to the class by explaining that you are not making decisions just to assert control or power. They need to understand that teaching is a decision-making role that involves a great deal of responsibility. Teachers are responsible for the safety and education of every student—so any behaviors that disrupt that must be redirected for the good of the whole. Yes, students will have plenty of opportunities to make their own choices, but for now, they need guidance from the adults in the room. They may not show it, but they will eventually understand your sound reasoning.

Recognize trends and triggers.

Finally, gauge emotions and recognize triggers for your many students. After years in the classroom, teachers are masters at recognizing behavior patterns, trends, and triggers for different personalities and age groups. So, take mental note of when a student begins to exhibit frustration. Isolate the root of the emotional response and act on that—they may be whining about homework, but the frustration may stem from a lack of confidence, knowledge, or patience. Of course, every student is different. So it is important to manage behaviors accordingly. What works for one student may not work for another.

Parents as Advocates: Tackling Dyslexia

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Parents as Advocates: Tackling Dyslexia

Parents whose children suffer from dyslexia are plenty aware of the struggles their children face on a day-to-day basis. That is why another “A” word can be even more powerful for families—advocacy.

No one knows your child better than you do. Keep this in mind when advocating for your child’s needs. In parents’ efforts not to come across as a “helicopter parent,” they sometimes assume it is in their child’s best interest to follow the expert’s lead, avoid making waves and be passively agreeable. They do not want to be the bulldog. These fears are common, but that doesn’t make them true.

You are your child’s greatest advocate, and here’s how to accomplish that.

Know Your Legal Rights

Under the Individuals with Disabilities Act, our nation’s special education law, children and their parents or guardians are guaranteed certain protections and rights. Once identified as having a qualifying disability, schools are legally required to provide special education services to your child.

Also, under IDEA, the law provides parents with something called procedural safeguards, which are put in place so that parents are aware of and have a voice in every aspect of their child’s special education evaluation and IEP process. As part of the process, the school must provide you with documentation and an explanation of your rights—STUDY UP ON THESE DOCUMENTS.

It is commonplace for IEP meetings to move quickly, with a “sign here if you don’t have any questions” style of rapid wrap-up. It is your job to closely review these documents and to seek clarification before signing anything.

Be Organized

Another best practice for advocacy that goes hand in hand with knowing your child’s legal rights is to stay organized. Keep a binder of all necessary documentation regarding your child’s diagnosis and any other evaluative documents that you accumulate as you work through the process.

Items such as test results, doctor’s notes and recommendations, educator’s observations, report cards, writing samples, and any data concerning your child’s academic skills should be kept for future reference.

The binder is also a great resource for you to use for note taking during IEP or 504 meetings. Not only will you have your own notes to refer back to after the meeting, but the process of taking notes shows that you are actively listening and invested in your child’s special education services. When parents demonstrate this level of involvement and support, it’s the child who benefits.

The binder keeps essential documents organized and acts as a paper trail of progress and correspondence among your child’s team.

Be Prepared

It is also essential for parents to be fully prepared for special education meetings. Because of this, the binder’s benefits are two-fold: paper trail and parent playbook [or however you want to define the two benefits].

Of all members of your child’s academic team, you are the person that knows him best, so your seat at the table matters most. Advocating for your child means preparing questions ahead of time and speaking up if they aren’t answered clearly. Meetings tend to move quickly, so request an additional meeting if you haven’t gotten clear answers.

Do not assume that the team will automatically clarify for you, so be prepared to ask follow-up questions if needed.

Follow up

Another helpful advocacy move is to email a summary of the main discussion points that you took away from the meeting afterwards. This keeps everyone on the same page regarding the decisions that were discussed and allows you to share your own perception of how the meeting went.

If anything is unclear, your email will start that conversation and provide clarification. In that email, ask about a follow-up meeting so that dates can be arranged and any other necessary steps can be taken.

Keep Open Communication with Teachers

Speak to teachers about your expectations, your child’s expectations, and the school’s expectations. This will prevent any miscommunication and unfortunate surprises.

When setting expectations for your child’s success, it is important to be honest, positive, and realistic about the growth that you’d like to see. It will be difficult, but as much as possible, remain unemotional and unbiased about the feedback that you get from your child’s teachers and other professionals—cool heads prevail.

National Special Education Day: Instruction for Twice-Exceptional Students

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The second day of December marks an important day in education. National Special Education Day may be widely unknown to most people outside of the classroom; however, its significance is notable. This special day, which officially began in 2005, marks the anniversary of the signing of our nation’s first special education law passed in 1975. IDEA, or the Individuals with Disabilities Education Act, ensures that students with disabilities are entitled to Free Appropriate Public Education (FAPE) that suits their specific needs.

But what does this mean for twice-exceptional (2E) students? This type of unique learner, once referred to as GTLD (gifted/talented and learning disabled), requires specifically differentiated instruction beyond the typical special education accommodations. So what does this type of instruction look like in the classroom? Take a look below to see how best practices can ensure the success of twice-exceptional students.

Twice-exceptional, previously referred to as GTLD, means that a student has been identified as gifted and also meets the criteria for an IEP or 504 plan. These students could have Asperger’s, vision or hearing impairment, ADHD, or an emotional or learning disability. While we know that every learner is unique, twice-exceptional students have an even more complex need for differentiation. These students often experience difficulties in processing speed, working memory, written expression, executive functioning, attention and self-regulation, and social skills. While these struggles could obviously interfere with learning, the flipside of 2E students is their unique strengths. Students are often articulate, advanced readers with advanced verbal skills. Their gifted verbal abilities mean that these students would greatly benefit from tasks and assessments where their mastery is measured orally. Instead of a research paper, essay, etc., provide these students with the opportunity to present their findings verbally, organize a speech, or participate in a debate. A simple spoken exam or assessment could prove much more beneficial than a written response or multiple choice test.

Because twice-exceptional students acquire knowledge and concepts quickly, they may appear bored or aloof in class. They are known for rapidly acquiring conceptual knowledge and have a natural ability to think critically. Because of this, review activities, rote memorization, and tasks involving simple recall are not preferred. These sorts of tasks have the potential to cause twice-exceptional students to “check out.” Anything that seems repetitive, elementary, or mundane will likely be received as irritatingly simple, causing 2E students to zone out or avoid the task all together.

2E students are typically inquisitive and thrive when exploring, questioning, or investigating. These students often have strengths in problem-solving. So, provide them with hands-on learning opportunities—tasks that allow them to deconstruct, build, or question the functionality of something, and play to their strengths and interests.

Twice-exceptional students tend to think that others see them as lazy, unmotivated, or stupid—this could not be farther from the truth. These students simply have different learning needs. For instance, 2E learners often find easy tasks to be difficult and difficult tasks to be easy. They may be able to build a perfectly proportional model bridge; however, if asked to explain how they arrived at the dimensions mathematically, they may struggle greatly. In these instances, the students simply “knew” how to complete the task or skill—but they will not be able to provide a detailed explanation of how they did it, or why. Because of this ability to simply “do,” 2E students thrive when given choices and differentiated opportunities to display their talents. This sort of strength-based learning means that they should be given opportunities for acceleration and enrichment, creative independent study, and study groups with other GT students.

High Leverage Practices for Special Education: Collaborative Methods at Home

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In part one, we discussed the four different categories of high leverage practices (HLP) and how educators utilize these practices to drive instruction and learning. Whether in a physical classroom or not, the goal of HLPs is to ensure that young learners are engaged, supported, and challenged. Now that we’re all in the throes of virtual learning, where much of our schooling is happening at home, it’s helpful for families to be able to adopt and modify various high leverage practices for their own use.

 

Collaboration is key, especially since much of the learning is currently happening outside of the classroom. Students are no longer experiencing a fully monitored, structured school day, which makes collaboration and open communication all that much more important.

 

  • Goal statement: Since the aim of collaborative HLPs is to ensure that all members of the child’s support system are on the same page, working towards the same goals, parents should use a goal statement as a starting point when reaching out to teachers. Whether in person, on the phone, or via email, parents should make a point to advocate for their child’s learning goals and reiterate them as needed to provide teachers with reminders about where they’d like their child’s learning to be headed.
  • Check-in: Yes, students receiving special education services already have formal documentation concerning learning goals, but it never hurts to remind the team of those goals along the way. Teachers can easily become overwhelmed throughout the quarter with IEPs, 504s, and numerous other learning plans for individual students. And while teachers are legally obligated to offer modifications and accommodations, the learning goals may receive less attention. This is why parents should make a point to check in regularly with their child’s teachers to ensure that everyone is aware of and working towards the child’s learning goals.
  • Reevaluation: These check-ins also allow for data updates, recent observations, and discussions about reevaluating or resetting goals if necessary. Be sure to ask for quantifiable updates, such as Lexile level, Map scores, attendance and participation, writing samples, etc.
  • Point person: To simplify the task of reaching out, especially with middle or high school students who have multiple teachers, parents can plan to send a weekly or biweekly email to their child’s counselor or special education case manager. This person will act as the point of contact and will be sure to disseminate all vital information to the teachers, while keeping you in the loop about all of the replies.
  • Student accountability: Bring your child into the collaborative effort by asking him to help track his own progress towards the goals set at the beginning of the year or quarter. It’s much more probable for a student to strive for success when he’s been part of the goal setting process. Involving your child in these discussions ensures that he’s taking ownership and feels invested in the effort he’s putting forth.
  • Positive reinforcementConsider small benchmarks or checkpoints along the way and make a point to acknowledge when goals are achieved. No matter your child’s age, kids benefit from positive reinforcement and thrive on recognition for a job well done.
  • Open communication: Another high leverage form of helpful collaboration is to connect your child’s teachers with any other “key player” on your child’s educational team. Teachers must have parental permission to correspond with pediatricians, therapists, psychologists, tutors, and even older siblings regarding a student. Therefore, if you want certain professionals to cooperate, you must first provide permission and then facilitate that correspondence. Remember, it takes a village, but you have to put all of the villagers in contact with one another, first.
  • Support groups: Another collaborative HLP that parents can modify for use at home is to facilitate a small virtual study group or neighborhood support group for certain ages, subjects, or classes. Reach out to neighbors about how their child is fairing with virtual learning. Ask if they are using any specific programs, tools, or methods that they find particularly helpful. During these times, many parents are finding that distance or virtual learning is all about trial and error. So why not collaborate with other parents in your neighborhood to help carry the load?

What We Can Learn from Students with Learning Disabilities

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A learning disability indicates that there is an issue or difficulty with acquiring knowledge or grasping concepts, information, or processes. Because of our common understanding of students with learning disabilities, it is unfortunately typical to view a disability as a disadvantage in the classroom. While this can and certainly is the case on some level, what we often neglect to notice are the advantages that come with what we consider a disability. Yes, learning disabilities make certain skills more difficult, but they also bring many unique perspectives to the classroom. Perhaps viewing these disabilities more as differences would open our eyes and allow for a more optimistic outlook.

Attention Deficit Hyperactivity Disorder

Students with attention deficit hyperactivity disorder (ADHD) exhibit periods of difficulty focusing, hyperactivity, and impulsivity. These symptoms vary from person to person, but can notably interfere with learning. But, believe it or not, ADHD symptoms may also have their own unique benefits. For instance, hyperfocus occurs when children with ADHD are able to hone in on one specific activity or task for long periods of time. Whether this form of hyperfocus comes about athletically, artistically, technologically, etc., students that practice channeling their attention and excess energy find great success in their interests.

Furthermore, having adapted to managing the ADHD symptoms over time, children learn to self-check and recognize when their level of attentiveness dips and peaks. Children with ADHD are often forced to think or learn a little differently. They become experts at streamlining information, honing in on significant details, and gauging their own comprehension. This sort of self-awareness helps students play off of their strengths and develop creative means of achievement.

Students with attention deficit hyperactivity disorder are also highly sociable and friendly. Because they are prone to being talkative, their verbal language skills are often higher than those of their peers. Storytelling, public speaking, and debating are some of their common social strengths.

Dyslexia/Dysgraphia

Dyslexia, a learning disability that affects a reader’s ability to decode, comprehend, and read fluently, certainly presents its own challenges in and out of the classroom. Reading levels can range from below grade level to nearly illiterate—which is not only frustrating for a child, but greatly discouraging, as well. The advantages of dyslexia are widely unknown, as the disorder is seen as a major educational roadblock. However, there seem to be undeniable benefits. Since reading presents a major challenge, some believe that the following behaviors are a means of compensating for the gaps in reading. For example, students with dyslexia typically thrive at tasks involving abstract thinking, creativity, and holistic or “whole picture” thinking. Children with dyslexia also display strengths in reasoning, problem-solving, and persistence.

Similarly, dysgraphia, a disability that affects written language, also has its own unique benefits. Since motor skills affect pencil grip and the ability to master written language, children with dysgraphia compensate by sharpening their listening skills. These learners are masters of recalling oral details, memorization, and storytelling. These conversationalists thrive in social situations and are often helpful problem solvers.

Ready, Set, GO BACK TO SCHOOL!!!! Learning Styles and Techniques: Part 4 of 6

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When it comes to learning strategies, styles, and techniques, learning cannot be explained as a “one size fits all” method. As much as we are told that there are kinesthetic, auditory, visual, and read/write learners, learning processes and preferences are truly more complex than these labels. While there are truths to the different categories of learners, we cannot assume that each young learner fits perfectly and fixedly into one specific category. In fact, depending on a learner’s strengths and weaknesses, he or she will employ different techniques from different categories to best suit the task.

Consider this personal example: a learner, like myself, with a propensity for reading and writing would likely excel in tasks involving creative writing techniques, close reading skills, vocabulary, etc. In the mathematical realm, however, this same learner may need to employ a different learning style. One may assume that a word problem would suit this type of read/write learner. However, for a learner such as myself, the wordiness of a math problem actually got in the way of comprehension. Instead, I would employ visual strategies, such as sketching, diagramming, or graphing to visually break down the word problem.

Depending on the task, a strong learner will know how and when to employ different strategies. This type of fluidity in learning styles takes practice. For instance, in the above example, a read/write learner like myself would likely read a confusing word problem many times before realizing that a visual illustration would actually be more beneficial.

Thus, the best way to help young learners is to provide them with numerous learning strategies and techniques. Then, let the learner decide which different strategies are helpful in certain circumstances. Below are just a few strategies organized by learning style.

VISUAL

  • Use diagrams, illustrations, and graphic organizers to visually conceptualize a task. For instance, a visual learner may benefit from a prewriting outline before beginning a lengthy essay assignment.
  • Color code when taking notes to visually organize information on the page; this can also help with memory.
  • Highlight key words when reading or studying to help retain the information.
  • Rewrite notes or perform task demonstrations to better see and memorize the information after the initial lesson.

AUDITORY

  • Restate the information in your own words to solidify comprehension and memorization.
  • Create mnemonic devices while studying.
  • Organize information into a song, rhythm, or rhyme to help recall.
  • Reread information aloud.
  • Ask and answer questions aloud during lessons or lectures.

KINESTHETIC

  • Pace or move about while studying notes to help with memorization.
  • Fold the corners of textbook pages to refer back to important information.
  • Stand while reading or reciting.
  • Take small, frequent breaks when working on large assignments.
  • Reenact the concept or task; this is especially helpful for science labs, physical or athletic skills, or theater-related tasks.
  • Sit on a yoga ball while reviewing material or studying for extended periods of time.
  • Use a line-reader or cover the text on the page when reading; this helps kinesthetic learners focus on a text line by line instead of getting overwhelmed by a wordy page.

 

Looking to empower your child to succeed? Learning Essentials’ Brain Camp teaches students practical step-by-step ways to study, organize, manage time, prepare for tests, and use executive functioning strategies— essential skills for today’s academic environment. Click here to learn more or enroll: https://learningessentialsedu.com/workshops/

Ready, Set, GO BACK TO SCHOOL!!!! Learning is a Process: Part 3 of 6

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What exactly does it mean to learn something? How can we know that we have adequately learned it? Are there better or more effective ways in which to learn? These are just a few questions surrounding the art of learning—and what better time to ponder these thoughts than at the start of a brand new year of learning? Now, of course, just as every child is unique, each child’s learning style is equally unique. It’s time that we learn a little more about the process of learning.

Learning is a process—but what does this mean? Obviously, children do not simply learn by hearing something. Unfortunately, the human brain is not a recording device or database. Instead, truly learning something involves several—sometimes many—deliberate interactions with the concept.

Let’s use baking as an example. Before learning to bake a cake, the amateur chef will need to be introduced to the concept of cake. The chef may take a bite, look at a photo, or watch a how-to video about cake baking. This introduction prepares the chef for what is to come and ideally demonstrates the end goal or product—a cake.

After tasting a cake sample, the chef will seek to know more about the cake before baking his own. For instance, he may research different flavor combinations, baking methods, or icing techniques. By seeking further information, the chef begins to better understand cake and how it is made.

Next, the chef will attempt the task of baking a cake. Taking all of the knowledge that he’s compiled, the chef will now actually get his hands dirty and try baking a cake on his own.

After baking, the chef will obtain feedback from taste testers. Ideally, these taste testers should be expert chefs who have experience baking cakes or at least some novice chef peers who know how a good cake is supposed to taste.

Taking the feedback into consideration, the amateur chef will now look back at the recipe and baking techniques and make adjustments based on his reflections.

The chef can decide to circle back to any previous steps to perfect his cake. Perhaps he needs to taste other types of pastry, take an extra baking class, alter the ingredients or measurements, or read another cookbook. Either way, the chef continues to work towards his goal of creating a delicious cake. And, since a cake can never be too delicious, the chef’s learning is never finished.


Just as the amateur chef’s journey to the perfect cake is a process, children’s acquisition of knowledge and new skills proceeds in a similar fashion. Learning does not occur in one fell swoop; it is not instantaneous; it is not a uniform recipe or sure-fire set of instructions. Learning takes time, intrinsic motivation, creativity, and patience. When children struggle to learn something, frustration arises. It is important to let your child know that learning is a process that involves trial and error—failure is a necessary step in this process. No matter the setbacks, we must teach children to overcome and persevere.

Because, just as the amateur chef knows all too well, triumph after failure is even sweeter!

Looking to empower your child to succeed? Learning Essentials’ Brain Camp teaches students practical step-by-step ways to study, organize, manage time, prepare for tests, and use executive functioning strategies— essential skills for today’s academic environment. Click here to learn more or enroll: https://learningessentialsedu.com/workshops/

Ready, set, GO BACK TO SCHOOL!!!! The Binder. Part 2 of 6

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Sticking with the August theme of organization for back-to-school, let’s focus our attention on a middle school staple: the binder. Melodramatic? Maybe. Essential? Yes.

When it comes to transitioning into middle school, organization is key. Consider this: Middle school is likely the first time that students are encountering things such as late bells, lockers, crowded hallways, confusing schedules, and different classrooms and teachers for each class. Not only are they new to the content and the building, but the middle school model of homerooms, study periods, and moving from class-to-class with the appropriate books and materials is completely new, as well.

That said, binder organization is an extremely important part of the middle school learning curve. Here are some tried and true tips from a teacher about handling binder organization.

1. Consider your child’s schedule. Most of the time, a student’s school day is separated by morning and afternoon classes, with lunch in the middle. Before and after lunch are often opportune times to visit the lockers since the grades transition to lunch at different times. This means that the hallways are less crowded, and students have a little more time to swap out books, binders, and materials. Many students find it beneficial to have two binders—a morning binder and an afternoon binder. The only caveat here is when the typical school schedule is disrupted by delays, early dismissals, assemblies, etc. When this happens, it’s important that students be aware of the schedule and plan to have necessary assignments in the correct binder at the right time. Again, this type of organization comes with practice.

2.  Tabs are your friends. When doing back-to-school shopping, be sure to include tabs or separators on the list. They do not have to be pricey or ornately designed—just ensure that your child can easily set up a tab or label for each class. It may be helpful to include a “parent signature” tab for items that need to be signed and returned to school. Furthermore, a homework or “due tomorrow” tab may help to ensure that homework comes home and is returned for credit. This type of organization will help students submit homework quickly and efficiently at the start of class without missing any important instruction. True story: I’ve watched countless students spend the better part of my class furiously shuffling through mounds of crumpled papers searching for last night’s homework—this doesn’t have to happen.

3.  Purge papers as often as necessary. Of course, at the end of the marking period, middle schoolers are prompted to clean out their binders. However, binders overflow or “explode” long before the end of the term. Encourage your child to purge any unnecessary note sheets, practices, or scratch papers to maintain an organized binder. Colored mini sticky notes or flags are helpful when identifying any papers that should be kept all year. For example, during the first week, I give my students a few documents that they should hold onto for the duration of my class. I encourage students to “flag” or write KAY (keep all year) at the top as reminder of which papers should not be purged.

4.  Consider a pencil pouch. Again, as with the tabs, these do not have to be expensive or elaborate. Most pouches can be purchased for a little more than a dollar. In fact, it may be better to keep this item small and simple, as to save room in the often “over-stuffed” binders. Items to include range from writing utensils, erasers, and white out, to zip drives, band-aids, and mini hand sanitizer. It’s also a good place to stash a $5 bill in case the need for emergency lunch money occurs—and trust me, it will.

Looking to empower your child to succeed? Learning Essentials’ Brain Camp teaches students practical step-by-step ways to study, organize, manage time, prepare for tests, and use executive functioning strategies— essential skills for today’s academic environment. Click here to learn more or enroll: https://learningessentialsedu.com/brain-camps/