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Black Lives Matter, thoughts for students

Parents, this one is for your kids if you want to share it. Please view it first. I thought long and hard about how I could contribute something meaningful to the BLM conversation, and I decided that I would speak to kids about some concepts and people that I feel are important for young people to hear about. I hope you find it helpful. Please comment on YouTube with anything you think.

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How to Help Kids with ADHD this Summer

Brendan, an ADHD expert and awesome podcaster have an open discussion about how to help your ADHD kids this summer of 2020. Check out Brendan Mahan from the ADHD Essentials Podcast here.

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🙏 Thanks! — Seth

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Anti-racism Resources for parents and children

This excellent resource was created by Sarah Sophie Flicker and Alyssa Klein in May 2020, and I got permission to post it here. Feel free to circulate this on social media and with your friends, family, and colleagues.

Here is their link to it: bit.ly/ANTIRACISMRESOURCES

To take immediate action to fight for Breonna Taylor, please visit FightForBreonna.org.

Resources for white parents to raise anti-racist children:

Articles:

Videos:

Podcasts:

Books:

Films and TV series:

  • 13th (Ava DuVernay) — Netflix
  • American Son (Kenny Leon) — Netflix
  • Black Power Mixtape: 1967-1975 — Available to rent
  • Blindspotting (Carlos López Estrada) — Hulu with Cinemax or available to rent
  • Clemency (Chinonye Chukwu) — Available to rent
  • Dear White People (Justin Simien) — Netflix
  • Fruitvale Station (Ryan Coogler) — Available to rent
  • I Am Not Your Negro (James Baldwin doc) — Available to rent or on Kanopy
  • If Beale Street Could Talk (Barry Jenkins) — Hulu
  • Just Mercy (Destin Daniel Cretton) — Available to rent for free in June in the U.S.
  • King In The Wilderness  — HBO
  • See You Yesterday (Stefon Bristol) — Netflix
  • Selma (Ava DuVernay) — Available to rent
  • The Black Panthers: Vanguard of the Revolution — Available to rent
  • The Hate U Give (George Tillman Jr.) — Hulu with Cinemax
  • When They See Us (Ava DuVernay) — Netflix

Organizations on social media:

More anti-racism resources:

ADHD Resources For Parents: Does my child have ADHD?

Parents and teachers, if you are trying to figure out if a child has ADHD, this video shows you the DSM-5, which is the book professionals use to diagnose. Here in this 3 part series, I tell you the basics about what you need to know so you feel much more confident about the decisions you make in the service of your children.

View the actual playlist for this 3-part series on YouTube right here. Download the free ADHD Checklist below.

Video Transcript: Click here to download the transcript PDF.

Video Transcript: Click here to download the transcript PDF.

Video Transcript: Click here to download the transcript PDF.

Here are the official DSM-5 Criteria for ADHD:

People with ADHD show a persistent pattern of inattention and/or hyperactivity–impulsivity that interferes with functioning or development:

  1. Inattention: Six or more symptoms of inattention for children up to age 16 years, or five or more for adolescents age 17 years and older and adults; symptoms of inattention have been present for at least 6 months, and they are inappropriate for developmental level:
    • Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or with other activities.
    • Often has trouble holding attention on tasks or play activities.
    • Often does not seem to listen when spoken to directly.
    • Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (e.g., loses focus, side-tracked).
    • Often has trouble organizing tasks and activities.
    • Often avoids, dislikes, or is reluctant to do tasks that require mental effort over a long period of time (such as schoolwork or homework).
    • Often loses things necessary for tasks and activities (e.g. school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones).
    • Is often easily distracted
    • Is often forgetful in daily activities.
  2. Hyperactivity and Impulsivity: Six or more symptoms of hyperactivity-impulsivity for children up to age 16 years, or five or more for adolescents age 17 years and older and adults; symptoms of hyperactivity-impulsivity have been present for at least 6 months to an extent that is disruptive and inappropriate for the person’s developmental level:
    • Often fidgets with or taps hands or feet, or squirms in seat.
    • Often leaves seat in situations when remaining seated is expected.
    • Often runs about or climbs in situations where it is not appropriate (adolescents or adults may be limited to feeling restless).
    • Often unable to play or take part in leisure activities quietly.
    • Is often “on the go” acting as if “driven by a motor”.
    • Often talks excessively.
    • Often blurts out an answer before a question has been completed.
    • Often has trouble waiting their turn.
    • Often interrupts or intrudes on others (e.g., butts into conversations or games)
In addition, the following conditions must be met:
  • Several inattentive or hyperactive-impulsive symptoms were present before age 12 years.
  • Several symptoms are present in two or more settings, (such as at home, school or work; with friends or relatives; in other activities).
  • There is clear evidence that the symptoms interfere with, or reduce the quality of, social, school, or work functioning.
  • The symptoms are not better explained by another mental disorder (such as a mood disorder, anxiety disorder, dissociative disorder, or a personality disorder). The symptoms do not happen only during the course of schizophrenia or another psychotic disorder.
Based on the types of symptoms, three kinds (presentations) of ADHD can occur:
  • Combined Presentation: if enough symptoms of both criteria inattention and hyperactivity-impulsivity were present for the past 6 months
  • Predominantly Inattentive Presentation: if enough symptoms of inattention, but not hyperactivity-impulsivity, were present for the past six months
  • Predominantly Hyperactive-Impulsive Presentation: if enough symptoms of hyperactivity-impulsivity, but not inattention, were present for the past six months.

Because symptoms can change over time, the presentation may change over time as well.

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🙏 Thanks! — Seth

ASU: Ask Us Anything sesh with Debbie Reber, TiLT Parenting

Please CLICK above to share. In these uncertain times, parents have been asking Debbie and I a lot of questions lately because nobody knows what’s coming! It’s a stressful time and we answered questions about stress, sleep, schedules, school this summer and fall, and more. Debbie Reber runs TiLT Parenting Podcast, a PHENOMENAL podcast where she interviews experts to help you.
Love my work and want to give? Click here! To support me, please CLICK at the bottom to share. Click here to visit my official YouTube Channel & subscribe if you want! Thank you — Seth

How to help kids find their Ikiagi or Life’s Purpose?

Being an educator, I think a lot about this stuff, because what good is education if the student doesn’t learn the tools they need to have a future that feels “on purpose”? Here we look at Ikiagi and Educare and some key thoughts to consider while helping kids find their “life’s purpose.” for work time and play periods ENJOY!
💚 Give: Love my work and want to donate? 🎦 YouTube: Visit my official YouTube channel here. Please subscribe, like & comment to support my work. 👉 Share: To support me, please *CLICK* at the bottom to share on FB or Pinterest. ✏️ EF101: Here’s my jumpstart course for parents and teachers. 🙏 Thanks! — Seth
Video Transcript: Click here to download the transcript PDF. Hey, what’s up, parents teachers? It’s me Seth with SethPerler.com. I’m an executive function coach out of Colorado. I help struggling students navigate this thing called education so that they can have a great future. And in this video, I’m going to talk about how to help them find their life purpose. How do you help a neurodiverse student who struggles with executive function? How do you help them find their life purpose, especially when they’re often resistant to doing things that they need to do to build a fantastic life? So in doing this, I’m going to talk a little bit about ‘Ikigai.’ Ikigai is a Japanese term, and it translates to “reason for being,” and there are a lot of great parallels between Ikigai and education. The Latin for education is Educare, which means to “raise or to lift, or to bring up, or to bring forth.” And what we do with our kids is we raise our kids, we bring up kids. Think about the metaphor of education. The metaphor is, is that we’re moving them in an upward, forward type of emotion. And if Ikigai, the reason for being, both of these things, in lifting someone, in raising someone, and having a reason for being, this all has to do with life’s purpose. How do we know our life’s purpose? Some of you watching might not even know your life’s purpose. I feel very lucky that I found my life’s purpose very easy. And there are other things that are not in place where I want them in my life. But that is one thing that I’m very fortunate to have found. How do we do that, though? I certainly didn’t do it on purpose. There is there are thoughts about this, and I have thoughts about this as an educator and I’m going to weave in what’s going on with Ikigai. So in Ikigai, there are four components. There are four circles that come together and where they all intersect and come together is where Ikigai is where life’s purpose is, where your reason for being is. The four things for Ikigai are: (1) to find something that you’re good at. (2) it should also be something that you love to do. (3) it should also be something that people need. (4) it should also be something that’s valuable enough to make a living doing it, or to get paid doing it. So for neurodiverse kids, this is an awesome way to look at how do they build a life, and a career, and a future. So ideally, all of us want to see, whether you’re a teacher or a parent, we want to see our kids grow up, and we want to see them pour their heart and soul into their mission, into their calling, into what they were put here to do, so to speak. Whether or not you believe in spiritual terms, we all want our kids to be doing something that feels meaningful, something that feels like a mission to them, that feels important to them. So I talk about in doing this, I have 11 terms that when I’m doing speaking engagements and stuff, they’re these 11 things that I rattle off all the time. I’m going to break those down for you because I think they align really well with Ikigai, Educare, and life’s purpose. The way that I look at it is we are planting seeds. I want my students to think for themselves. I want them to learn how to learn. I want education to help them learn how to plant seeds in 11 areas of engagements, 11 engagements. What do I mean by that? Well, when there’s no buy-in and ownership, we aren’t getting engagement. So much of school, unfortunately, right now there’s very little buy-in and ownership. And what happens is obviously when kids get into middle and high school, and there’s no buy-in and ownership, they start cutting corners, doing the least possible that they can with their schoolwork, not really investing in it. So this doesn’t happen with all kids, but this certainly happens with a lot of neurodiverse kids, especially with executive function issues. So these 11 engagements, what are they? What are the 11 things that help engage somebody? (1) Helping is somebody developing their strengths. (2) Doing things based on their passions. (3) Your interests. (4) Your curiosities. (5) Your gifts. (6) Your talents. (7) Your skills, or skill sets. (8) Things that give you meaning. (9) Things that give you purpose. (10) Things that matter to you. (11) Things that are of service to others, which is aligned with the Ikigai where they say doing something that the world needs. Let me go through those again. As an educator, what I want to do is provide my kids with educational experiences that build on their strengths. So number one is strengths. That tap into their passions and I know a lot of you are thinking right now, “Well, my kid doesn’t have any passions.” That’s okay, just follow me here. The other thing is the interests, which are a little easier to grasp than passions. Even easier than that is curiosities. What are they curious about? What are their gifts? You know, you nature and nurture. What’s more nature? What are their gifts? Their talents? What skills do they have? What is meaningful to them? What matters to them? What is purposeful to them? And then finally, where do they like to serve or give back or contribute? So that’s what we’re going towards, even if we’re not there now. In my opinion, that’s what we want to build education around. We want to build engagements, engaging experiences around those things. If it’s not engaging, again, there’s not a lot of buy-in and ownership. Now, I know what you’re thinking, that there is resistance. And yes, and any of you students that are watching, resistance is the thing that is going to block you from being able to have Ikigai, being able to create a life of purpose and meaning, being able to do the things that you want to do. Resistance. And one of the problems, if you struggle with executive function, is that resistance, that “I don’t want to, I don’t feel like it, I’ll do it tomorrow, I’ll procrastinate, this is stupid, why do I have to do this blah, blah, blah,” all these resistances, all these things, these walls that we have built up, these mechanisms that we have designed and spent years, even you students that we’ve spent a lot of time and energy practicing, help us avoid taking action that will help us build a great future. So we have spent a lot of time creating excuses, limiting beliefs, ways that we can procrastinate and put things off, but that is in our own best interest. And we put off the things that are in our own best interest so that we can do something in the short term that feels good. Whether it’s screen time, whether it’s TV, whether it’s, I mean, these are not necessarily bad things. But when we are investing so much of our time, this is an investment and we’re planting seeds and things that really aren’t bearing any fruit. We’re really not planting seeds at all, we’re just growing weeds. The garden of our life is just getting overrun by weeds, and it is very difficult to deal with when you get older. So resistance is the thing that we have to look at that holds us back from Ikigai or Educare or launching a great life. So because anything you want to do in life, any career, any hobby, anything you want to do that’s meaningful, and that matters, and that you care about, and gives your life purpose is going to have parts of it you don’t like. It’s going to have parts that stink. parts that are not fun, parts that you just have to grind through. But you can do this, we can all do this. But yes, it’s hard. It’s not always fun. And it doesn’t always have to be fun. There’s a lot of value in the mundane. That was a big lesson that I learned. But either way, resistance is the enemy, that’s the thing that will ultimately hold you back. But resistance is a gift. And what I mean by that is, we all have resistances. And our resistance is a gift to really learn how to overcome it, how to work through things, how to problem solve, how to get grit, how to become resilient. It’s a gift to help us that’s going to help us in so many other areas. Because when we learn to work with resistance and start to overcome some of the resistances that we have, we learn to execute in the way that we need to, in our own personalized, customized, tailored, special way. We have our own ways of doing things. We learned that there’s a lot of advice out there, but we need to find our own ways. The advice can help as a jumping-off point, but ultimately we need to find our own ways. So I also want to mention when it comes to Ikigai you should not be good at everything. For a long time, I would like doing art, music, all time, all types of art. I would sit there and draw a picture for hours, and then I would get away from it for a minute, get up get a drink of water or something, come back, look at it, hate it, and crumple up the whole thing that just drew. I got so frustrated with myself because it wasn’t good. Well, you know what? You know how you get good at something. Do it again, and again, and again, and again, and again, and again. A million times. The way that I got a guitar, I look at people on the internet and I see that they got good in a few years, it took me probably 10 or 15 years to feel like I was a decent guitar player. So things just take time, way more time than you think. So be patient and be persistent. Be patient with yourself and be persistent. The two P’s, patience and persistence. Keep doing the thing that’s hard. I mean, you’re not going to be Jimi Hendrix in a year. That’s not reality. He wasn’t, I mean he was, but he was not a great guitar player overnight. There is no such thing as overnight success. Stop looking for it. We live in a society that tells you there’s a quick fix, a magic bullet. Do this change fast. That’s not reality. That is not reality. They’re selling people pipe dreams, this is not reality. Okay? So be comfortable with being patient and persistent. That is where the magic happens, patiently and persistently pursuing your engagements. Next, I want to mention, don’t look for your passion. Because guess what? It’s not lost. Okay? People think you have to look for your passion. We have many passions and interests. Passion can be the type of word that keeps people stuck, that they say, “Oh, I can’t find my passion.” It’s not lost anywhere. I’ve found this many times myself, and I’m sure a lot of wise people you know, will tell you the same thing. Oftentimes, our passions are right in front of our face. Sometimes our passions can be found by looking at what makes you angry. And when you find injustice, for example, one thing that makes me angry, is it makes me angry to see animals around the world not treated properly. That makes me angry. Well, that tells me that that’s one of my interests and passions. That’s something that matters to me, that brings me purpose. Okay. So a lot of times, things that matter are right in front of our face. So look right in front of you. Sometimes you might just find that you actually do know many things that you’re interested in and passionate about. But sometimes there is noise static, we live in a noisy world with distractions everywhere. I did not grow up with as many distractions as you, if you’re a student watching this. We didn’t have the sorts of distractions. Yes, I feel for you, this is a tough world in terms of that. So we have to deal with those distractions, they are so noisy, that they will often drown out your hearts knowing, your calling, your gut feeling, okay? So sometimes we need to get away from that stuff so that we can actually hear our passions, and interests, and strengths, and talents, and to get over the resistance. Okay. Next, I want to say, saturate yourself in your interests, your passions, your curiosities. Obsess on these things, get really into them. Like really explore them, really dive in, try things, fail, succeed, play with ideas, be creative. Try all these things. But the point is, is when you saturate yourself, and obsess, and get really into something that you’re curious about, patiently and persistently keep exploring it, don’t just give up. Next, I want to say, we need you. I mean you, like literally the world, we need you to develop your strengths, your passions, your interest, your talents, those things, you’re Ikigai. We have a very complicated world. I apologize to all the adults of my generation and previous generations because we have left you with a mess. But you have literally everything you need, in this very moment to build a great life and to contribute to the world, and to give back, and to be able to build on your strengths, and build who you are, and become the best version of yourself. You matter. We need you. You matter. And no matter what, we need you. That’s all I have to say. Now go out there, plant some seeds for yourself, and your communities, and the people around you. Think very wisely about how you use your time and whether you’re letting weeds grow or you’re planting seeds for a great future. My name is Seth Perler. I’m an executive function coach in Colorado. I help students navigate this thing called education so they can have a great life. Be well. Be safe, be healthy.

❓Stressed & overwhelmed: Managing family life during a crisis

Please CLICK above to share. Here’s a webinar I did recently with Dr. Sharon Saline, an ADHD expert. We gave actionable advice on how to keep the peace and ensure fond, lasting memories once this pandemic is over. 4 Themes:
  1. Stay connected: Prioritize the health of your relationships–to your kids, your partner and yourself.
  2. Manage ourselves first: Everyone has stress and concerns right now, but our own distress and anxiety must be managed first before we intervene with our children. otherwise, we can’t access our better selves in moments of upset and frustration.
  3. Reduce family reactivity: Acting out behaviors are messages that kids are overwhelmed and lack adequate coping skills
  4. Plan for work time and play periods ENJOY!
Love my work and want to give? Click here! To support my work, please CLICK below to share and please click here to visit my official YouTube Channel & subscribe if you want! Thank you -Seth

How to build connection with your child through “Super Saturday”

Parents, we live in a time when the most important thing of all, our connection with our loved ones, is often challenged. This video teaches a phenomenal concept I learned from George Betts, who was a true leader in the education world. Enjoy!

🎦 YouTube: Visit my official YouTube channel here. Subscribe, like & comment to support my work.
👉 Share: To support me, please *CLICK* at the bottom to share on FB or Pinterest.
✏️ EF101: Here’s my jumpstart course for parents and teachers.
💚 Give: Love my work and want to donate?
🙏 Thanks! — Seth

Video Transcript: Click here to download the transcript PDF.

Hey, parents! What’s up, it’s me, Seth, with SethPerler.com. I’m an executive function coach based in Colorado, and I help struggling students navigate this thing called education so they can have a great life. And during this time, when everything is up in the air, and everything is unpredictable, I was thinking about something from a man named George Betts, that might be very, very, very helpful to you. And it’s called “Super Saturday”, hold on, it’s not just on Saturday. It doesn’t matter if you have teenagers, or if you have four-year-olds, this can help your family.

So George Betts was my teacher when I was getting my master’s in Gifted and Talented education. George Betts, unfortunately, passed away not too long ago, and he had a tremendous impact on me. And one of the ideas that he would throw around is this idea of a Super Saturday. The Super Saturday is a really easy, fantastic way for you to improve connection, the connection in the family. Particularly with a lot of you parents who have adolescents, teenagers right now, there’s a lot of disconnect, and sometimes a lot of tension, and struggle, and stuff. And I always say, when I’m doing my talks and such, I always say that the most important thing is the relationship. So I know that there are other things going on, that there are school tasks that need to be done, and responsibilities, and chores, and yadda yadda yadda. And sometimes we get lost and all that stuff and forget what’s most important, which is the relationship. A relationship is something that takes time and takes intentionality. Intentionally, building. And Super Saturday is a fantastic way to do it. Here’s how it works.

First of all, it doesn’t have to be on Saturday, doesn’t matter what day, and it doesn’t have to be a whole day, it can be as long as you want. But the idea is this. Each family member takes a Saturday, so it doesn’t matter if you have three family members, or if you have 10 family members, each family member takes a Saturday and they get to do what they want to do as a family. They plan everything. They plan on what time you wake up, what you eat for breakfast, where you eat breakfast, how you eat breakfast, what you do for lunch, what you do in between, what activities. So essentially, a way that you can adapt this really easily is to have a Super Saturday in terms of super evenings. So you can have an evening, let’s say it’s a Wednesday evening, and one of your children says that they are going to be designing that evening, and they choose what time it starts. Maybe at five o’clock, you all start cooking dinner together, you eat pizza, or whatever the student wants as their favorite meal. And maybe people sit at whatever seats the person wants them to sit at that night at the dinner table. And maybe that evening is game night, or is watching their favorite movie, even if you all have seen it a million times, whatever, or a dance party, whatever it is. It depends on the age of the student and it depends on their hobbies. You know, they may need more guidance from you in terms of creating the night, or less depending on the family dynamics and everything.

Anyhow, I just wanted to leave you with one quick, easy, amazing idea that you can all implement multiple, multiple times in your households that can bring greater connection. Help your child feel more sense of belonging, help you feel more sense of belonging, help your child feel more like they matter like they’re important, and to build the relationship, which I believe is the most important thing we have. You know, depending on the age of your child, they may not be in the house very much longer. If you have a junior in high school, you don’t have a lot of time with them before they’re off to college or they’re off on gap years or they’re off on career, or exploring jobs, or exploring life in whatever ways, they’re not living with you anymore. So time is precious, precious, precious. You know, how many more years do you have with your kiddo? And it seems to me, as watching the families that I work with, it’s like every six months or so these kids are different human beings. So it’s very precious. And with that, I want to wish you a healthy, safe, joyous, and peaceful day with the connection. Take care.

Oh, my name is Seth Perler, I’m an executive function coach in Colorado. If you like this, give it a thumbs up and support me. Leave a comment below, that helps my YouTube channel grow. Subscribe on YouTube, subscribe on my blog, share my work. I put out something every single week to help people, particularly students, who struggle with executive function. Be well.

How Skills either GEL or CLICK with Executive Function and 2e / Twice-Exceptional students

Adults can have unrealistic expectations about what they think a student “SHOULD” be able to do, and this can cause a lot of harm when a student isn’t supported properly due to a lack of understanding. This short video explores the important distinction between GEL and CLICK and why it matters.

🎦 YouTube: Visit my official YouTube channel here. Subscribe, like & comment to support my work.
👉 Share: To support me, please *CLICK* at the bottom to share on FB or Pinterest.
✏️ EF101: Here’s my jumpstart course for parents and teachers.
💚 Give: Love my work and want to donate?
🙏 Thanks! — Seth

Video Transcript: Click here to download the transcript PDF.

This one is for you, parents and you teachers. Hey, what’s up everybody, my name is Seth with SethPerler.com. I’m an executive function coach based in Colorado and help struggling students navigate this thing called education so that they can have an awesome future. Now, in this video, this is a pretty short one, I am going to talk about ‘gel’ versus ‘click.’

So a lot of times parents and teachers have certain expectations about how quickly a student or a child will learn how to do something. And this is a very important distinction because there’s a lot of misunderstanding about how kids learn things. Every kid is different, and you can’t compare one kid to another, they’re often very different things happening. And the problem comes when parents and teachers think that it’s a ‘won’t’ when actually, it’s a ‘can’t.’ So that means that when parents and teachers think that the kid isn’t learning something because they’re not trying hard enough, they’re being lazy, they’re just being willful, they just don’t care enough, they just need to pull themselves up by their bootstraps, and they just need to try harder, type of story. When parents and teachers think that it’s a ‘won’t’, that they just won’t, they’re being willful. And it’s actually a ‘can’t’, that’s very destructive to the student. It feels really bad and it has a lot of negative consequences in the long run.

In understanding the difference between gel and click, this can really help sort of understand how these things might work. Sometimes you will see something click with a kid. So let’s say that we’re working with a student, and we’re learning about the Pythagorean Theorem, and then we’re working on it, working on it, working on it. And one moment happens, the student looks up at you and says, “I get it, I get it, it makes so much sense!” That’s a click. It clicked, it clicked for the kid. Sometimes though, it gels. And that’s when you’re watching a student struggle for a long time, and maybe summer break is over, fall starts again. And all of a sudden you see your student using a planner. They’ve never been able to do it before. They’ve tried, they’ve hated it, they’ve resisted it, and all of a sudden fall starts and they’re doing it fairly well. It has gelled. Okay.

Now, obviously, the difference between gel and click can happen in all different domains and all different time periods, and all this stuff. But what I just want you to leave this video with, parents and teachers, is just remembering everybody’s at their own pace, you have to really, honestly, look at this. Is it a can’t or a won’t? And if it’s a can’t, how can we better support the student? And if it’s truly a won’t, if it’s truly a won’t, then what is going on that makes it a won’t and how can we support the student given that information? And can we as adults, be patient and get off of our own expectations of where we think people should be, and allow kids to go through their educational experiences, so that it can gel or click as it will happen naturally with every student in these different areas that we are trying to educate them in.

Anyhow, my name is Seth Perler. If you like what I’m doing, give me a thumbs up, comment, subscribe, share it, whatever, please support me. I put a lot of heart into what I do. Thank you for being here and helping kids. Take care.

WHACK-a-MOLE: Why helping kids with Executive Function is like the game Whack-a Mole

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Parents & teachers, helping students learn Executive Function skills can be like Whack-a-mole. This video teaches you some key ways to use this information to help them, including how it is actually normal, the counterproductive role of shame, & how to contemplate the role of ownership and buy-in.

Love my work and want to give? Click here!

To support my work, please CLICK below to share and click here to visit my official YouTube Channel & subscribe if you want! Thank you -Seth