Why are HAL students so disorganized?
- They have good memories and have relied on “just being able to remember”
- They have found school work to be easy, completing assignments quickly without having to think it through or take it home
- Have a lot of varied interests leading to having many things going on at one time, so it’s easy to lose control
- Typically, they are internally motivated, so they resist external efforts to conform to the standards
- Their quick paced minds tend to have them thinking of many things at one time
- Organization can be a mundane and tedious task and their brains are not wired that way.
Sound like any students you have? So how can I help these students be successful?
Identify the Problem
What is the causing the student the most trouble? This will guide the types of interventions you have them try. Focus on what the student does that impacts their work or is impeding their growth, not just the things we don’t like. Talk with the parents and ask if they are seeing the same issues at home. Once you uncover the problem, you can work with the student to find some interventions.
Goal Setting
Start with small, micro incremental goals. For example: in 2 out of 5 days the student will fill out their daily planner independently. Don’t expect perfection. Starting out small provides the students with motivation to keep going anytime they see success. Make the goals reasonable for the student to achieve, and the teacher to help with. You can’t do everything at one time.
Interventions
When considering intervention strategies, keep in mind each child is different. What works for one student may not be successful for another. Find a system that works for the student! While devices can be helpful, they may not be the best strategy.
Temporary Supports
Whichever intervention is chosen, build in temporary supports. Much a like a splint, it gives support but is not permanent. These teacher supports do not have to last very long, but are crucial to keeping students working towards their goal. Some supports could be a checklist or note in their folders, daily check ins or reminders, daily planner checking, etc. Whatever teacher supports you put in place, be sure to have an exit strategy. When will you know you can let go and the student will continue on their own?
Self Supports
Along with temporary teacher supports, students can use their own self-supports to help accomplish their goals. They could have self-check cards or lists in their folder/planner/ or on their device. Remember, apps are okay but sometimes they can actually hinder a student.
Set the Stage
Be explicit in how you want things done in your classroom, don’t assume the students already know. Spend time explaining and practicing procedures and expectations in the classroom.
Build a Deliberate Environment
Build a deliberate environment of expectations. Where can students find the daily schedule or find a pencil or where you expect them to turn in their work. Creating these routines demonstrates organization for your students.
Narrow the Scope
When assigning large, long-term projects or assignments, break it apart into smaller tasks. Instead of just assigning students to “write an essay,” give them guidelines to follow that they can check off as they complete each step in the process.
Give the Gift of Time
Purposefully build in time in your day or class period to allow for organization. Structure the end of the day or period so that students are all focusing on getting organized. If you don’t allow the time, you will always be fighting against it!
Processes
Do you have students not turning in assignments? Build a habit by having them turn in something every day. Even if it is just a piece of paper with their name on it, this process will build muscle memory. Always sharpen pencils at a certain time, or check their folders/planners/binders at the same time. Incorporate visuals or images into your processes.
Products
Many students struggle with assignments because they often don’t know how to get started. When you ask students to “take notes on this video we are going to watch” it is important to give them an example of what you expect. Don’t just give examples of the “perfect” paper or project. Like rubrics, give finished examples of products that earned A, B, C, or below. Using images of finished products also helps students who are unsure what to do.
Visualization
While it may seem silly to us teachers, visualizing is a valid method used all the time. Ask students to close their eyes and visual one of the procedures/routines/etc in your classroom. For example: “you walk in to class, sit down, take out your assignment, make sure your name is written, walk to the basket on the shelf but the door, place your paper in the finished basket” Visualizing helps with building muscle memory, strategy building, and cognitive overload.
Takeaways for Teachers
Don’t abandon interventions prematurely! Habits are hard to change, don’t just give it a week and then toss the intervention.
Strategies and interventions are not one size fits all! To be effective, they must be personal to the student.
Focus on things that affecting important data points or causing anxiety or pain
Start small! Focus on one habit at a time.
Strategies and interventions are not one size fits all! To be effective, they must be personal to the student.
Focus on things that affecting important data points or causing anxiety or pain
Start small! Focus on one habit at a time.
Resource: Executive Functioning Presentation from Lisa Van Gemert, 2021
Organization Strategies
Resource: Ellen D. Fiedler, Ph.D.