{"id":623,"date":"2017-05-25T14:32:38","date_gmt":"2017-05-25T14:32:38","guid":{"rendered":"http:\/\/learning.bishops.org.za\/bsu2022\/?p=623"},"modified":"2025-06-02T08:11:00","modified_gmt":"2025-06-02T06:11:00","slug":"executive-functioning-in-adolescence-session-3","status":"publish","type":"post","link":"https:\/\/sites.bishops.org.za\/bsu\/2017\/05\/25\/executive-functioning-in-adolescence-session-3\/","title":{"rendered":"Executive Functioning in Adolescence – Session 3"},"content":{"rendered":"

The final session of the Executive Functioning talks was presented last Wednesday, with a focus on the remaining executive functioning (EF) skills influenced:<\/p>\n

    \n
  1. Memory<\/strong>: The process of memory activation was discussed, as well as the difference between short-term memory (the very short time that you keep something in mind before either dismissing it or transferring it to long-term memory) and working memory (the active manipulation of such information). Strategies for supporting working memory in the classroom can be found in the powerpoint.\u00a0\n

    \"\"<\/a><\/p>\n

     <\/p>\n<\/li>\n

  2. Action<\/strong>: The ability to monitor progress, adjust approach, self-regulate efforts and evaluate performance. This involves encouraging students to evaluate their efforts so they are able to adapt their approach to their learning in meaningful ways.<\/li>\n
  3. Emotion:\u00a0<\/strong>Managing frustrations and modulating emotions. The neurobiology of stress states and classroom cultures play a large role in students’ reactions in the classroom.\u00a0<\/li>\n<\/ol>\n

    Part of the challenge with emotional regulation involves developing the EF skill of engaging the frontal cortex of the brain to use logic to negotiate learning. Emotional reactions to learning often bypass such logic! This research spurred an idea for a survey to investigate our students’ experiences with focus and engagement in the classroom, as well as teachers’ efforts to support this focus and engagement.\u00a0<\/p>\n

    LEARNER SURVEY RESULTS<\/span><\/h3>\n

    36 participants<\/p>\n

    “What helps you to FOCUS in class?”<\/span><\/h4>\n\n\n\n\n\n\n\n\n\n
    \n

    Responses<\/p>\n<\/td>\n

    		\n

    Percentage of response<\/p>\n<\/td>\n<\/tr>\n

    \n

    Motivated teachers who manage their own attention<\/p>\n<\/td>\n

    		\n

    14<\/p>\n<\/td>\n<\/tr>\n

    \n

    Teachers who foster relationships with learners, and encourage questions\/discussions<\/p>\n<\/td>\n

    		\n

    9.5<\/p>\n<\/td>\n<\/tr>\n

    \n

    Music<\/p>\n<\/td>\n

    		\n

    7<\/p>\n<\/td>\n<\/tr>\n

    \n

    Quiet<\/p>\n<\/td>\n

    		\n

    7<\/p>\n<\/td>\n<\/tr>\n

    \n

    Varied activities<\/p>\n<\/td>\n

    		\n

    7<\/p>\n<\/td>\n<\/tr>\n

    \n

    OTHER: Class control, allowed to move, making notes, fidget gadgets, worksheets, work made interesting, visual aids, student interaction, work explained on the board, Kahoot, competition, humour, examples given, internal motivation, medication<\/p>\n<\/td>\n

    		\n

     <\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

     <\/p>\n

    “What makes you LOSE FOCUS\u00a0in class?”<\/span><\/h4>\n\n\n\n\n\n\n\n\n
    \n

    Responses<\/p>\n<\/td>\n

    		\n

    Percentage of response<\/p>\n<\/td>\n<\/tr>\n

    \n

    Disruptive boys\/noise\/poor classroom control<\/p>\n<\/td>\n

    		\n

    20<\/p>\n<\/td>\n<\/tr>\n

    \n

    Lack of teacher enthusiasm<\/p>\n<\/td>\n

    		\n

    15.5<\/p>\n<\/td>\n<\/tr>\n

    \n

    Lenghy talks<\/p>\n<\/td>\n

    		\n

    15.5<\/p>\n<\/td>\n<\/tr>\n

    \n

    Lack of teacher engagement with students<\/p>\n<\/td>\n

    		\n

    11<\/p>\n<\/td>\n<\/tr>\n

    \n

    OTHER: Boring work, Repeated work, no activities, no examples\/relevance, long activities, don’t understand the work, laptops, phones, getting demerits, working individually, tiredness.<\/p>\n<\/td>\n

    		\n

     <\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

     <\/p>\n

    “What encourages you to ENGAGE\/PARTICIPATE in class?”<\/span><\/h4>\n\n\n\n\n\n\n\n\n
    \n

    Responses<\/p>\n<\/td>\n

    		\n

    Percentage of response<\/p>\n<\/td>\n<\/tr>\n

    \n

    Enjoy the subject or topic<\/p>\n<\/td>\n

    		\n

    18<\/p>\n<\/td>\n<\/tr>\n

    \n

    Teacher interacts with students<\/p>\n<\/td>\n

    		\n

    16<\/p>\n<\/td>\n<\/tr>\n

    \n

    Short, manageable, practical activities<\/p>\n<\/td>\n

    		\n

    10<\/p>\n<\/td>\n<\/tr>\n

    \n

    Marks<\/p>\n<\/td>\n

    		\n

    10<\/p>\n<\/td>\n<\/tr>\n

    \n

    OTHER: Internal motivation, respect from teachers who are approachable\/relate-able, teacher encouragement, teacher interest in subject, understand the work, parent encouragement, teachers’ personal cues for focus, games, groupwork, challenging work<\/p>\n<\/td>\n

    		\n

     <\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

     <\/p>\n

    “What PREVENTS you from ENGAGING\/PARTICIPATING in class?”<\/span><\/h4>\n\n\n\n\n\n\n\n\n
    \n

    Responses<\/p>\n<\/td>\n

    		\n

    Percentage of response<\/p>\n<\/td>\n<\/tr>\n

    \n

    Disruption\/noise\/lack of classroom control<\/p>\n<\/td>\n

    		\n

    19<\/p>\n<\/td>\n<\/tr>\n

    \n

    Lack of interest in subject<\/p>\n<\/td>\n

    		\n

    19<\/p>\n<\/td>\n<\/tr>\n

    \n

    Fear of being wrong<\/p>\n<\/td>\n

    		\n

    13<\/p>\n<\/td>\n<\/tr>\n

    \n

    Lack of understanding<\/p>\n<\/td>\n

    		\n

    11<\/p>\n<\/td>\n<\/tr>\n

    \n

    OTHER:\u00a0Lack of teacher enthusiasm, no opportunities to voice opinions, tired\/hungry, groupwork, repeated work, work not challenging enough, no activities.<\/p>\n<\/td>\n

    		\n

     <\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

     <\/p>\n

    TEACHER SURVEY RESULTS<\/span><\/h3>\n

    9 participants<\/p>\n

    Teachers appeared to have unique approaches to inspiring focus and engagement.<\/p>\n

    “What have been your MOST SUCCESSFUL strategies for ensuring FOCUS in your classroom?\u201d<\/span><\/h4>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
    \n

    Responses<\/p>\n<\/td>\n<\/tr>\n

    \n

    Having a personal relationship with students<\/p>\n<\/td>\n

    		\n

    Vary activities<\/p>\n<\/td>\n<\/tr>\n

    \n

    Getting students to explain concepts to their neighbours\/class<\/p>\n<\/td>\n

    		\n

    Walk around to help students individually<\/p>\n<\/td>\n<\/tr>\n

    \n

    Pay close attention to seating<\/p>\n<\/td>\n

    		\n

    Have a warm-up activity<\/p>\n<\/td>\n<\/tr>\n

    \n

    Encourage note-taking<\/p>\n<\/td>\n

    		\n

    Adjust strategies to time of day and weather<\/p>\n<\/td>\n<\/tr>\n

    \n

    Allow some free\/down time after teaching<\/p>\n<\/td>\n

    		\n

    Use humour<\/p>\n<\/td>\n<\/tr>\n

    \n

    Keep talking short<\/p>\n<\/td>\n

    		\n

    Demerits early in the year to set tone<\/p>\n<\/td>\n<\/tr>\n

    \n

    Make work personally relevant<\/p>\n<\/td>\n

    		\n

    Be adaptable<\/p>\n<\/td>\n<\/tr>\n

    \n

    Encourage questions<\/p>\n<\/td>\n

    		\n

    Monitor laptop use carefully<\/p>\n<\/td>\n<\/tr>\n

    \n

    Group work<\/p>\n<\/td>\n

    		\n

    pre-present questions<\/p>\n<\/td>\n<\/tr>\n

    \n

    De-mystify tests<\/p>\n<\/td>\n

    		\n

    Chunk work into blocks<\/p>\n<\/td>\n<\/tr>\n

    \n

    Get students to question their focus<\/p>\n<\/td>\n

    		\n

    Allow fiddling<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

     <\/p>\n

    “What have been your LEAST SUCCESSFUL strategies for ensuring FOCUS in your classroom?\u201d<\/span><\/h4>\n\n\n\n\n\n\n\n\n\n
    \n

    Responses<\/p>\n<\/td>\n<\/tr>\n

    \n

    The majority of participants reported \u2018long talks\u2019 Additional responses:<\/p>\n<\/td>\n<\/tr>\n

    \n

    Large group projects<\/p>\n<\/td>\n

    		\n

    Ignoring questions<\/p>\n<\/td>\n<\/tr>\n

    \n

    Not ensuring \u2018buy-in\u2019 to topic<\/p>\n<\/td>\n

    		\n

    Relying only on paper instructions<\/p>\n<\/td>\n<\/tr>\n

    \n

    Starting new work at the end of the day<\/p>\n<\/td>\n

    		\n

    Not paying attention to upcoming sport\/heat influence<\/p>\n<\/td>\n<\/tr>\n

    \n

    Talking over noise<\/p>\n<\/td>\n

    		\n

    Threats of poor marks\/failure<\/p>\n<\/td>\n<\/tr>\n

    \n

    Shouting\/lack of respect for learners<\/p>\n<\/td>\n

    		\n

     <\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

     <\/p>\n

    “What have been your MOST SUCCESSFUL strategies for ensuring ENGAGEMENT\/PARTICIPATION in your classroom?\u201d<\/span><\/h4>\n\n\n\n\n\n\n\n\n\n\n\n
    \n

    Responses<\/p>\n<\/td>\n<\/tr>\n

    \n

    Ensure information is relevant and relatable<\/p>\n<\/td>\n

    		\n

    Random names picked to answer questions<\/p>\n<\/td>\n<\/tr>\n

    \n

    Engagement with individual students<\/p>\n<\/td>\n

    		\n

    Worksheets<\/p>\n<\/td>\n<\/tr>\n

    \n

    Varying activities, answering and feedback strategies<\/p>\n<\/td>\n

    		\n

    Greet students by name as they enter the classroom<\/p>\n<\/td>\n<\/tr>\n

    \n

    Students write on own mini whiteboards<\/p>\n<\/td>\n

    		\n

    Varied media<\/p>\n<\/td>\n<\/tr>\n

    \n

    Students write on board in front<\/p>\n<\/td>\n

    		\n

    Assign roles in groupwork<\/p>\n<\/td>\n<\/tr>\n

    \n

    Kahoot<\/p>\n<\/td>\n

    		\n

    Reward concentration with free time<\/p>\n<\/td>\n<\/tr>\n

    \n

    Use games<\/p>\n<\/td>\n

    		\n

    Use sticky notes on board<\/p>\n<\/td>\n<\/tr>\n

    \n

    Assign challenging tasks<\/p>\n<\/td>\n

    		\n

    Walk around class to help<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

     <\/p>\n

    “What have been your LEAST SUCCESSFUL strategies for ensuring ENGAGEMENT\/PARTICIPATION in your classroom?\u201d<\/span><\/h4>\n\n\n\n\n\n\n\n\n
    \n

    Responses<\/p>\n<\/td>\n<\/tr>\n

    \n

    Talking for too long<\/p>\n<\/td>\n

    		\n

    No variation in activities<\/p>\n<\/td>\n<\/tr>\n

    \n

    Forcing verbal answers \u2018on the spot\u2019<\/p>\n<\/td>\n

    		\n

    Not walking around to monitor work\/answer questions<\/p>\n<\/td>\n<\/tr>\n

    \n

    Laptop use not controlled<\/p>\n<\/td>\n

    		\n

    Work not made personally relevant<\/p>\n<\/td>\n<\/tr>\n

    \n

    Worksheets<\/p>\n<\/td>\n

    		\n

    Groupwork<\/p>\n<\/td>\n<\/tr>\n

    \n

    Students remaining seated for the entire lesson<\/p>\n<\/td>\n

    		\n

    Pushing concentration for too long<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

     <\/p>\n

    The powerpoint for the presentation can be accessed\u00a0upon request.<\/p>\n

     <\/p>\n

    Please let the BSU know if there topics you would like us to cover in upcoming talks!<\/p>\n

    \u00a0<\/p>\n","protected":false},"excerpt":{"rendered":"

    The final session of the Executive Functioning talks was presented last Wednesday, with a focus on the remaining executive functioning (EF) skills influenced: Memory: The process of memory activation was discussed, as well as the difference between short-term memory (the very short time that you keep something in mind before either dismissing it or transferring […]<\/p>\n","protected":false},"author":26,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[1],"tags":[41,43,46,50,64,71,84,90],"class_list":["post-623","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-emotion","tag-engagement","tag-executive-functioning","tag-focus","tag-memory","tag-participation","tag-students","tag-teachers"],"_links":{"self":[{"href":"https:\/\/sites.bishops.org.za\/bsu\/wp-json\/wp\/v2\/posts\/623","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.bishops.org.za\/bsu\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.bishops.org.za\/bsu\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.bishops.org.za\/bsu\/wp-json\/wp\/v2\/users\/26"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.bishops.org.za\/bsu\/wp-json\/wp\/v2\/comments?post=623"}],"version-history":[{"count":1,"href":"https:\/\/sites.bishops.org.za\/bsu\/wp-json\/wp\/v2\/posts\/623\/revisions"}],"predecessor-version":[{"id":2889,"href":"https:\/\/sites.bishops.org.za\/bsu\/wp-json\/wp\/v2\/posts\/623\/revisions\/2889"}],"wp:attachment":[{"href":"https:\/\/sites.bishops.org.za\/bsu\/wp-json\/wp\/v2\/media?parent=623"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.bishops.org.za\/bsu\/wp-json\/wp\/v2\/categories?post=623"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.bishops.org.za\/bsu\/wp-json\/wp\/v2\/tags?post=623"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}