Advice from an ATYP Alum!

Hi ATYPers!

I’m Aurora, an ATYP alum for math and English, and a senior at Harper Creek High School and BCAMSC. I just wanted to share a few lessons I’ve learned that might help you in the year ahead.

First, and as I’m sure you already know, ATYP is a lot of work – probably more than you’ve had before. Success is all about time management and efficiency. When you get your work for the week, try to plan it out (see Ms. Nan’s post on planners), and start as soon as possible. That way, if you get stuck or something goes slower than expected, you’ll still have time to puzzle it out, go to help sessions, or ask your teacher. However, be careful to set time limits. Sometimes I would sit down to work, and if I didn’t have anything else planned, I’d spend way too long on one assignment. You may have heard that “work expands to fill the time available,” and I’ve found that’s very true – especially for essay-writing. To prevent this, I set reasonable time limits based on past experience. This minimized perfectionism, helped me stay efficient, and left room for fun, too!

Initially, I know the workload feels overwhelming, but ATYP has a strong support system. If you’re ever confused about an assignment, or need help in any way, I encourage you to go to help sessions. The tutors are super knowledgeable and fun to talk to, and it’s also great practice in getting comfortable asking for help. In college, many professors have office hours, which are very similar. You might not realize it now, but ATYP is excellent preparation for college: challenging workloads outside of class, heavy responsibility, and the need for independence.

While you’re in ATYP, try to make connections, too. This was a challenge for me, since I lived in Battle Creek and only had virtual classes, but I really wish I had connected with classmates more. I’ve since become close with some friends who were also in ATYP from BCAMSC, and we share a lot in common. ATYP definitely changes people – it made me more resilient, hard-working, and curious. Your classmates are great people to befriend, and the connections you make here can stay with you for years. ATYPers like you are very likely to be successful in life, and who knows – maybe one day you’ll meet up again with one of your classmates – it is a small world.

Above all, my best advice is simply to keep going. There were many times I felt overwhelmed, but it is all worth it. Finishing high school coursework while still in middle school is no easy task, but it makes high school much more enjoyable and gives you crucial skills for success in college and life – skills your regular classes may not offer. Be proud of how far you’ve come, and keep working hard!

Many thanks to Aurora for her words of wisdom!

MAKING A PLAN FOR ATYP

Welcome (and welcome back) ATYPers!

By now you’ve seen what your schedule looks like with ATYP classes and homework factored in and had a chance to think about how to plan your time.

How’s that going?

Some of you may have settled in and started to get a feel for how to plan and prioritize your routine to accomplish what you must, and some of you may still be wondering how to get everything done. Some of you may have used the time management system (that blank weekly calendar) that we discussed at orientation, some of you may have tried that and decided it doesn’t work for you, and some of you may not remember what I’m talking about.

We’re going to expand on that discussion of time management by discussing academic planners. We highly recommend the use of a planner (and we can send you the .pdf of a fantastic one created by Ms. Dekker-Black), but not all students need or want the same type of planner or even understand why they’re useful.

Why do we recommend using planners? What are the benefits? 

First, studies show us that writing things down makes them easier to remember. It also frees up working memory. In other words, when you write things down and create good reminders, you free up space in your brain that you can then devote to other topics. This is called reducing your  “cognitive load.” Planners also provide you with external cues, or reminders, of things like due dates. And external cues tend to be much more reliable than thinking I pretty much know when this assignment should be turned in. Because pretty much is not definite and almost guarantees that at least part of the time you will remember incorrectly.

According to Edutopia.com, the goals of planners are to “capture our to-do lists and activities, schedule our actions and represent time, and remind us of future tasks.” So when you are selecting a planner, you want to make sure you pick one that effectively helps you to plan and prioritize. You may have been given a planner before, used it for a week or two, decided you hated it, and never used it again. If this planner wasn’t designed for the way you think and plan, it was likely very frustrating. We suggest trying different planners for a week or two until you find one that helps you with those initial goals (capture, schedule, represent, remind).

At firstprintable.com/weekly-calendar/ you will find a wide array of free planner templates that you can choose from until you find one that works. Single page, two page, lined pages, empty boxes, spots for goals, non-academic activities, etc. There are sheets for students who are minimalists and sheets for students who like to write a lot. You can also Google free academic planner templates and plenty of options will appear. And you are not restricted to paper (although we confess that we find the physical act of writing down and crossing out to be helpful) – you can use Google calendars, MyHomework, or check out this article on other digital systems https://www.sunsama.com/blog/productivity-apps-for-students if you prefer a virtual option (some of these may cost money.

Another important role of the planner is to help students with the difference between DUE dates and DO dates. Especially for ATYP students, this is an incredibly important distinction. Being able to break assignments/projects down into smaller chunks so that they don’t try to complete everything at the last minute is a life skill that they can carry over into high school and college and beyond. If I put into my planner something that I can DO every day so that when my homework is DUE I am not overwhelmed…that understanding is priceless. (creatingpositivefutures.com/the-psychology-of-student-planners/)

You may find in the long run that your planner morphs into something that looks more like a to-do list. That’s fine. You may find a system that looks absolutely nothing like anything we’ve described. That’s fine. Dr. Kelly likes to have a weekly calendar on one side and a list of goals on the other that she can then prioritize her tasks for the week. Also fine. You do you. But do it every day or week until it becomes a regular habit, and don’t forget to put some fun things into your planner so you schedule time to relax and be a kid.

 Until next time,

Ms. Nan

The Art of Writing Effectively #4 – Odds and Ends

 Here are the last two last tips to help you either get started OR keep writing in a focused manner:

The Pomodoro Method is…what, exactly? The Pomodoro Method is a strategy that helps writers keep their brains fresh. It involves writing for 25 minutes and then taking a five-minute break. (I do not recommend getting onto any kind of digital device for this break, it’s too easy to get sucked in.) You can modify this technique if there are better time spans for you. (I like to write for 50 minutes and then take a ten-minute break.) If you can write endlessly and don’t feel like you wind down, great, but many students, regardless of the subject, will find that using this method helps to keep from getting fatigued and burning out too quickly. This is definitely a try-it-and-see approach.

Just start. Sometimes all you can do is sit down, set your timer for half an hour, and start writing. You might feel like you are just barfing up words. Here’s the thing - you can always fix what you write, but you can’t fix what isn’t there. So even if you don’t think it makes sense, or sounds stupid, or whatever, putting something down helps get your gears moving. Greases the wheels. You might be amazed at what comes out in just 30 minutes. Try it.

We hope these strategies have been helpful, and that you've given them a try!

Until next time,

Ms. Nan

HOW TO WRITE EFFECTIVELY #3 - Perfect is the enemy of the good.

 

 

Many students struggle to start writing because they can’t make what they want to say in their head perfect on paper, especially the thesis statement. This is another big cause of the dreaded blank screen struggle.

First, it doesn’t have to be perfect when you write it down, because you’re going to edit and proofread your own work. And then your instructor, tutor, and/or possibly fellow students are going to give you feedback. 

Second, if the thesis statement is really an obstacle, have a general idea of what you’re saying and start with your arguments first. There’s a good chance that by the second or third point, what you want to say as a thesis statement will have jelled and you will be able to write it down or go back and clean up your first idea. 

Third, there’s no such thing as perfect, and if you spend three hours fixating and trying to turn what was a really good thesis or paper into something you think is “perfect,” you will mostly just have wasted a lot of time. So, focus on what you think is “good” or even “great,” but try to leave perfectionism behind.

An addendum to this thought – longer isn’t better. More words don’t make your argument stronger, they just create more work for your instructor. Keeping within the page-length requirement (not too long, not too short), means that you are answering the prompt fully but also respecting your instructor’s time AND learning to be precise with your language. (Unlike Ms. Nan, who tends to be a little wordy.)

So just...start. Sometimes all you can do is sit down, set your timer for half an hour, and start writing. Fair warning, you might feel like you are just barfing up words. 

But even if you don’t think it makes sense, or sounds stupid, or whatever, putting something down helps get your gears moving. Greases the wheels. You might be amazed at what comes out in just 30 minutes. Try it.

You can always fix what you write, but you can’t fix what isn’t there. 

Until next time,

Ms. Nan

HOW TO WRITE EFFECTIVELY #2 - ARE YOU A PLOTTER OR A PANTSER?

How do you plan a long car trip? Do you like to know where you’re staying every night, and every stop you might make along the way, or do you just like to get in the car and drive? In other words, when you write do you like to plan, or do you like to fly by the seat of your pants?

The truth is, you might want to be a pantser (and you might learn to be later), but right now it is likely best if you try the plotter method. It is too easy at this stage to just start writing about something, accidentally take a sharp left turn, and end up nowhere near where you want to be. So try making a plan, otherwise known as an outline.

(I had a student years ago who liked to pants it when he wrote. If the prompt said “describe the Death Star” he would start, meander, spin around twice, and end up writing about an X-Wing Fighter. It was not effective, and he learned how to do better.)

How detailed you want to be is up to you, but the more details you can add, the more writing your journal or essay becomes a matter of connecting the dots. At the very least, your outline should include: your general thesis, your supporting arguments (including the citations you plan to use), and any original ideas you have for the conclusion.

It may feel like outlining is a waste of time, but in reality, getting lost is the waste of time. Doubling back, ending up at a dead end, and going in circles can take hours. So if you are trying to be a good writer AND effective with your time, this is one of the first strategies you should try.

Bonus outlining tip: Try color! 

My daughter liked to color-code her outline; each argument had its own color – say green – and every point within that argument would be a different shade of green (jade, turquoise, lime, etc.) This works well if you are an extremely visual person, and/or if you are writing something longer, like a multi-page essay, where you have more than one point to make for each specific argument. It’s not for everyone, but if your brain gets happy at the thought, give it a try.

Until next time,

Ms. Nan

THE ART OF WRITING EFFECTIVELY – COOKING UP THE BEST IDEAS

Many of you know that part of my job here at ATYP involves working one-on-one with students who need assistance with executive functioning, be it time management, organization, or planning and prioritizing. Historically, the biggest problem facing students has been time management. ATYP homework being lengthy, plus students with a number of extracurricular activities, could equal situations where figuring out how to fit in all your homework took some practice. But usually, we could determine a system that worked.

Post-pandemic, student issues seem to be shifting, especially for English students. The jump, for students who have not had to produce a lot of writing in school, is higher. The gap, between what was expected at school and what ATYP expects, is greater.

How do we bridge that gap so students can produce quality work in a reasonable amount of time?

I will be posting a series of blog posts with a number of tips, suggestions, and ideas drawn from my experience as an ATYP English parent, from ATYP alumni, from professional writers, and from my own experience as an English major in college and a sometime writer now. As I always tell students, try one or two new techniques every week, then keep what works, throw out what doesn’t, and then try something else. Don’t stop trying – you never know what might make the difference for you.

I know that many of you are going to read some of these tips and think, “Oh my gosh, that’s just more work.” And it might seem like it at first, but when you string them together you will hopefully find that they do in fact save you time because the time you spend in front of your computer or with a pen in your hand will be more effective.

1.     Give your ideas time to marinate. Or rise. I don’t know about you, but I am not very good about getting a topic and being able to sit down and write about it immediately. My brain needs time to stew things over. Many other writers work this way, which is why we take three years to prepare you for the AP exams, which require you to do just that: read a prompt, decide how to answer it, and write your response in 30-45 minutes. That is not a skill most 7^th or 8^th graders have.

So, when you get home, the evening after you have class, read over your ENTIRE homework sheet carefully, including the prompts for any journals or essays. Maybe write down the prompt in your own words to make sure you understand it. If you’re not 100% sure what it asks, don’t worry about it quite yet. The whole idea of this exercise is to give your brain time to think.

Now your brain can use the time when you’re doing other things – playing basketball, riding the school bus, eating a snack – to ruminate about the prompts and how you might want to approach them. Professional writers guess that up to 80% of what they write has been coming together in their head before they pick up a pen or touch a single key. If you’ve been spending a lot of time sitting in front of a blank screen, waiting for an idea to come to you, this strategy can be a lot of help.

It's like baking a loaf of bread. You’re going to read the recipe (your prompt), you’re going to mix together the ingredients (think about some ways you might want to answer that prompt, including quotes or citations that were meaningful to you), and then you’re going to let that dough rise. Let it really come together. If ideas come to you, be sure to jot them down so you don’t forget. Now you can put it all in the pan (write up the ideas that came to you) and see how you do.

2.     What to do if you can’t figure out the recipe. If you’ve had the homework sheet for 48 hours and still are not sure how what a prompt is asking, this is the time to ask the instructor, a tutor, or another student in your class about the prompt. Many times a five minute email or text can save you hours of stress and anxiety. The key is to not wait until the last day to know that you don’t know.

Give these a try! Be sure to say in the comments what works for you!

Until next time,

Ms. Nan

P.S. Many of the ideas here come from authors all over the world interviewed by host Dan Simpson on the podcast Writer’s Routine. You can find out more at https://writersroutinedotcom.wordpress.com/about/

If it doesn’t challenge you, it doesn’t change you

 ATYP has adopted a new slogan this year, “If it doesn’t challenge you, it doesn’t change you,” a quote attributed to CoreBarreFit co-founder Fred DeVito. Many of you may be wondering what appropriate challenge is, and how ATYP works to create an environment where appropriate challenge is the norm that changes the way students learn and think.

When I think of a challenging curriculum, I think of Lev Vygotsky’s Zone of Proximal Development. This theory, which is generally accepted by education professionals, asserts that learners have three zones: The Comfort Zone, what they already know or can learn easily on their own; The Zone of Proximal Development (ZPD), what they can learn with assistance, either with the guided scaffolding from knowledgeable instructors or with technology and tools; and The Impossible Zone, what is currently beyond their understanding (some refer to this as the Anxiety Zone, since it may make learners uncomfortable to wade into an area where they are not ready to go).

Gifted learners already have a larger than normal Comfort Zone, and many can teach themselves easily (it’s why ATYP students do so well on the ACT or SAT – they have already taught themselves a lot). Our goal is to widen that Zone of Proximal Development, to provide just the right level of growth and challenge so that they continue to expand their knowledge base. For some students, that line between the ZPD and Anxiety is blurry, and many students have to work to overcome the discomfort of being in what is unfamiliar territory, especially for gifted learners who rarely encounter material they don’t understand and who also frequently struggle with the internalized expectation that they should already know everything. And be perfect at it.

Teaching for High Potential, a publication of the National Association for Gifted Children, has a great article this month (August 24) on “The Art of Optimally Challenging Students.” Nancy Hertzog asks, “What are the conditions needed in our classrooms to invite children to go further? How do we scaffold students’ learning?” She recommends four components in an optimally challenging approach:

1.       Strong and positive relationships with and among students and teachers. This is at the core of ATYP’s philosophy. Our instructors want students to be able to express themselves, debate amongst each other, and learn how to question everything. You may find it very different from your traditional classroom.

2.       Introduce tools and materials that provide clearer conceptual frameworks and greater depth of understanding. We do this in ways that might seem basic – using college-level textbooks in our English classes, for example – and ways that may seem foreign, like the “Building Thinking Classrooms” approach that Ms. Koch uses in her geometry and precalculus classes. All of our tools and materials are chosen with research and intentionality.

3.       Encourage autonomy to “figure it out.” As we discuss every year at orientation, this can be tricky. Because yes, a student’s first step should be to try to “figure out” what they don’t know. Think it through. Give it your best shot. Be brave, and okay with making the occasional mistake. And then, if you still don’t understand a question or an assignment, reach out to a friend, your grader/tutor, or your teacher. It’s perfectly okay if it takes you a while to get a handle on where your line is for “I think I’ve got this” and “Help!”

4.       Plan for small- and large-group discussions. No one learns in a vacuum here. What you believe and understand about English, math, and computer science will be tested. You will keep some of what you know, you will add to it…and you might let some of it go. But you will all be on the journey together, and much of it will revolve around discussing literature and exploring math as a group. And the joy of finding groups of like-ability peers is another foundation of ATYP.

How will this challenge change you? Over the course of the year, you might see the creation of new executive function skills. You might make new friends. You may discover a new author, a favorite theorem, or unexpected coding skills. Hopefully you will also find new confidence in your abilities and an understanding of how leaving your comfort zone and taking on something difficult can lead to new rewards.

Until next time,

Ms. Nan

LEARNING FROM OUR MISTAKES

Sometimes when things don’t go as planned, it’s hard to deal with the situation. It’s frustrating. It’s annoying. It makes you grit your teeth and say “ergh.”

Sunday was like that.

Students and families who went online to watch Part 2 of Dr. Kelly and Ms. Nan’s presentation on how to improve executive function skills had trouble getting into the virtual meeting. The system asked some people to provide a password – even though we did not set up the meeting to require a password.

Then when we tried to show a clip from a great YouTube video on procrastination, the video would not play correctly. And the sound faded in and out.

And there was some confusion on Ms. Nan’s part about who was supposed to talk about which sections in the presentation, which made the first slide or two she discussed a little…discombobulated.

Some days, some projects, some events, are just a lesson in frustration.

What should students take away from this experience?

• Everyone has moments when things just don’t go their way. Even adults. You might think, as a kid, that you can’t wait to be a grown up because life is bound to be easier, but obstacles and mistakes happen to us old folks, too. So be prepared for this reality.
• No matter how much you prepare, sometimes things happen that require you to think on your feet. This is known as cognitive flexibility and is an executive functioning skill. Flexible Thinking “refers to the ability to shift attention mid-task, thinking about things in a new or different way, adapting to changes, adjusting in problem solving, and incorporating new information into plans or ideas” (https://www.theottoolbox.com/executive-functioning-skills/#:~:text=Shift-,Cognitive%20Flexibility,information%20into%20plans%20or%20ideas).

Another way we showed flexibility was shifting gears and putting closed captioning on the video (thanks for that suggestion, Abe!) so that people could read the text of the video when they couldn’t hear it. Being able to change course and adapt to what is happening around you is an essential life skill. And yes, we were talking about executive function and using an executive function skill at the same time. We should get bonus points for that.

• The person you’re working with is your partner. When things go wrong it is a time to work together to find solutions, not get angry and cast blame. We could have been mad and yelled, but we came together as a team to do the best we could to deal with the issues. While Dr. Kelly presented, Ms. Nan answered emails for people struggling to get in. While Ms. Nan spoke, Dr. Kelly made sure we knew who was online with us. We didn’t take our frustrations out on each other, because nobody wins in that situation.
• If you have perfectionistic tendencies, you want to have a lot of control over every situation. You want things to go “just right.” But sometimes you just have to do the best you can with what you have to work with. Many people think that doing everything really well is the key to success, but one of the biggest keys to success is grit. And one of the fundamental traits of grit is perseverance. “To persevere means to start and continue steadfastly on the path towards any goal you set and frequently this factor alone is the difference between failure and success” (https://www.sacap.edu.za/blog/applied-psychology/what-is-grit/).

If you really want things to be perfect (and Sunday was a far cry from perfect), and you see things going off the rails, you may be tempted to just give up. To quit. And we could have done that. We could have just said, “This is too hard, we should just cancel.” But, instead, we persevered. We showed grit. And hopefully we set a good example for all of you. 

So was Sunday difficult, annoying, and frustrating? Yes. Is there a good chance that we got off that call and indulged in a lot of chocolate or ice cream or both? Definitely yes.

But the world didn’t end. We figured things out. Hopefully we learned from some mistakes. And maybe you learned from our mistakes. Which means maybe Sunday wasn’t so bad after all.

Until next time,

Ms. Nan

BREATHE IN...AND BREATHE OUT...OVER SPRING BREAK

NEXT WEEK IS SPRING BREAK!

It could be that you are really excited about spring break, or it could be that our suggestions to "rest and rejuvenate" are actually adding to your stress. Gifted students, who generally like to exercise their brains, soak in new information, and challenge themselves, frequently struggle to turn off their thoughts and actually relax.

And the thing is, everyone's idea of what actually is relaxing is different. For instance, I like to read, or cook, or take a walk with a friend. My oldest daughter loves to be outside in nature, and my youngest daughter loves to take long baths and spend quality time with her cats. Each person's recharging technique is unique to them.

With that in mind, here are some tips on fun things you might consider doing (either on spring break or just on a random Saturday) to destress:

• Deep breathing
• Meditation (regular or guided; there are plenty of free apps for this)
• Go outside
• Listen to music, any music that helps you unwind. Bonus points if it makes you dance.
• Exercise. Any exercise is good; consider yoga for that extra mind/body balance.
• Take a hot bath. Add music and bubbles to your bath if necessary.
• Laugh (comedy specials, funny cat videos, a goofy movie)

Those are fairly common suggestions. These three might either be a little harder or require a bit more thought:

• Organize

What? You don't understand what organizing has to do with relaxing? Think about it. How much of your regular daily life do you spend looking for things? How much homework have you lost? Where did your favorite pair of socks go?

Even an hour spent decluttering your backpack, closet, desk, or bedroom can help make your post-vacation weeks less stressful. If you spend an extra hour creating a system that keeps you more organized (think color coding, to-do lists, file folders, etc.), you will create even more breathing room for yourself when classes restart. This is a short-term project with long-term benefits, and spring break is a great time to tackle it.

• Try something new

Is there a craft, hobby, or activity you've always wanted try, but haven't had the chance? Would you like to learn to cook, knit, or play the guitar? Set aside the time to try something new. I like to cook to relax, but when I really want to give my mind a break I research recipes and create dishes from around the world. And YouTube and Instagram are great for teaching yourself a new skill. One of my daughters learned to crochet just by watching videos!

• Take a break from your digital devices

This one can be HARD! Set your phone, laptop, or tablet aside and find fun things to do that don't involve a screen. More and more studies show that digital devices add to stress for children, teens, and adults, so if you need to turn everything off, even if it's just for a few hours, do it. And then keep track of how you feel when you are slightly less connected. If not being attached to a device makes you itchy, restless, or irritable, you may need a longer detox. This may be a time to try the deep breathing, meditation, or yoga.

One thing you can do to stay off your device is play a board game, do a crossword puzzle, or a watch a movie with friends or family - and don't allow any phones during this activity. Make a game out of it - the first person to grab for their phone pays a penalty! You can play for candy, quarters, or bragging rights.

If you'd like more great ideas on "Stress Relief That Works," you can visit this article at the Huffington Post.

Now go! Have fun!

Until next time,

Ms. Nan

DEVELOPING FLEXIBILITY (NO, NOT THAT KIND!)

Students are used to seeing emails, reminders, and blog posts from ATYP regarding executive function. Usually we are talking to students about things like time management, organization, and task initiation because these are areas where middle schoolers are still developing and, hence, where they frequently struggle. But today we’re going to visit the issue of flexibility, an area where many people – adults, teens, and children – could use some help, and give a very specific example of how we came up with this topic.

First, I want to acknowledge Amy Sippl at lifeskillsadvocate.com, who has some great ways to contemplate and talk about flexibility and flexible thinking. Why is flexibility important? According to Amy, flexibility is “our ability to change our behavior to different contexts or stimuli in our world.” What happens if we don’t have this ability? We do the same things repeatedly (sometimes making the same mistakes), we can’t change direction, transition between tasks, or even hear different opinions. In other words, we get stuck.

How can parents and teachers help teach flexibility as a skill?

• Model listening to different sides of an argument.
• Discuss different strategies for solving problems, be they math problems or life problems.
• Read stories or books with characters who show flexible thinking/behaviors (or discuss how a character is inflexible and how that might be having a negative impact).
• Play games, especially strategy-based games like “Risk” or “Ticket to Ride,” where the ability to change direction or adapt quickly helps you win.
• Go on adventures that are new for the whole family or class; everyone having to be flexible at once levels the playing field.
• Try deep breathing or other mindfulness activities if the need for flexibility creates some anxious moments!

                                            foothillsacademy.org/community/articles/cognitive-flexibility

Why the focus on flexibility this week? As some of you may or may not have heard, WMU has been dealing with an episode of hacking in its computer systems, forcing many of the data and digital storage systems that Dr. Kelly and I typically use to become, well, unusable. In other words, it has been very hard for us to do our jobs. We have had to re-think old systems, recreate files, and select new projects that do not involve the computer. In some ways, this is similar to what we had to do during the pandemic shutdown, when there was a lot of reinventing the wheel on an almost daily basis. And this reminded us of a simple fact: flexible thinking can be hard. It’s tiring. Occasionally it invokes, if not temper tantrums, grumpiness. But…not being flexible these last couple of weeks would have meant a complete inability to run the office and help students in all the important ways that we do.

So when you’re analyzing your executive function skills and thinking about which skills you might want to focus on developing, don’t leave flexibility off your list because you think it doesn’t matter. Flexibility can be a critical skill in school, work, and life. Take time to practice, learn to go with the flow, and get unstuck!

Until next time,

Ms. Nan

EXECUTIVE FUNCTION REVISIT

 

Congratulations! You’ve made it through the halfway point of the year, and hopefully you’ve settled into a routine and started to figure out how to make life in ATYP work for you.What? You still struggle to start your papers? You’re still losing your math homework? You still don’t know what to do first?

Welcome to the world of Executive Function…or dis-function, depending on how you look at things.

If you think back to orientation, you might remember a discussion about executive function skills as part of the presentation. Every year, an informal survey of our families would probably find that 5% start with an understanding that their student has some type of executive function deficit. These tend to be either the families of students who have some type of recognized neurodiversity issue (ADHD or Asperger’s, for instance), and families of students with a history of “the dog ate my homework.” By recognizing that they have skills to develop, these students and families frequently come prepared to put in some extra work.

Another 25% or so of our families might think, “Well, we don’t think there is an executive function concern here, but we will stay alert and see if anything pops up.” By keeping their eyes and ears open for problems with things like task initiation, organization, and sustained attention, they can help students tackle these issues and address them as they arise. These are not always fun conversations, but they can keep a small concern from spiraling out of control.

Then there are the other 70% of families who think “My child does not have any executive function issues, work has never been late, they don’t lose things, we always have time to do homework and go to the zoo and go to the movies and play five sports. It will be fine.” These families are often in for a rude awakening because the fact is almost everyone – students, parents, instructors, staff – has some executive function strengths AND some executive function weaknesses. It’s just a matter of time before you have to figure out which are which, and how to work with both.

Accepting you have some growing to do is less daunting if you understand the following fundamental truths:

• Having an executive function weakness – in any area – does not make you a bad person, or less intelligent, or broken in some fashion. It may mean that your brain hasn’t fully developed yet and you’re still catching up, or it may mean that you could use some practice or coaching to improve. If you were a soccer player who was a great passer and shooter, but needed help to improve your footwork, you probably wouldn’t think twice about it. You want to be a great soccer player, but you also want to be a great student. Sometimes that requires work.
• Many executive function issues don’t show up until put to the test. A student who has never had trouble prioritizing projects or activities may suddenly find that this is a concern when there are more items to juggle, and this frequently happens in middle school when students have multiple teachers or as work becomes more challenging. This is a fairly typical developmental issue; it just looks scarier when the more challenging work happens all at once – like at ATYP.
• Everyone has executive function domains where they are stronger and where they are weaker, just like everyone has talents and gifts in some areas, and “not so much” in others. For instance, I am good at planning and organizing, but I am not very flexible. It is okay to be great and not-so-great in different domains, as long as you shore up your weaknesses so they don’t become an obstacle to success.
• You continue to develop executive function skills until young adulthood, which means you have a lot of time to grow into the skills you need. Don’t freak out if goal-directed persistence isn’t your thing at 12; it might definitely be your thing at 22.

Highly gifted children sometimes underachieve or struggle because executive function concerns aren’t addressed. It doesn’t have to be that difficult! Talk to your instructor or to me if you think this is an area where you could use some help.

Until next time,

Ms. Nan

P.S. You can find previous blog posts on executive function on December 7, 20202, and February 18 & 25, 2021 if you want to read more!

WHY DEADLINES?

Every once in a while ATYP hears questions from students that we feel require answers, and lately one of the questions that has trickled down is “Why does our homework have deadlines?”

First, let’s acknowledge the fact that most people don’t enjoy deadlines. They’re stressful, they can cause anxiety, and in general they are not a lot of fun. But let’s face it – life is full of deadlines, and learning how to meet those deadlines is part of learning how to be an adult (#grownup101).

Deadlines for homework serve a multitude of purposes. One, if half of a class of students is working with one deadline, and a quarter of a class thinks it has a separate deadline, and a few stragglers are turning things in even later, it likely means the class is in all different places with the material. If you’re not doing the homework and behind on absorbing new information, is the rest of the class having to wait for you? That’s not fair to them. And if they work to meet a certain deadline and get one grade, and you don’t meet a deadline but get a better grade because you took your time, that’s not fair either.

Two, the teacher grading the homework is likely grading all of one type of homework at a time, and it’s much easier to grade all of one assignment than to have to keep checking to see who has turned in that work, then grading it, and checking again, and grading it. When everyone meets the deadline, teachers can be much more efficient. In essence, turning in your homework on time is a sign of respect for your instructor, showing that you understand the time and effort they put into what they do – and that you do not want to make their work harder.

Third, we have deadlines because school in general (and ATYP in particular) is as much about life lessons as it is about coursework and curriculum. And meeting deadlines is a huge part of life. Think about the deadlines you will have to meet just for college – submitting admission and scholarship applications, as well as financial aid documentation. I know one young man who forgot to turn in his housing application and nearly didn’t have a dorm room his freshman year. As you get older you will have to meet all kinds of deadlines at work, and not meeting them could mean you don’t have a job. You must pay your mortgage and make your car payment on time, because you want to have a home to live in and a vehicle to drive. Those are all deadlines, and they all matter.

Finally, Dr. Kelly and I find that, frankly, if a project doesn’t have a deadline, it doesn’t get done. Sometimes that’s procrastination, and sometimes that’s just a function of busy schedules and not having time to get to everything. But items do get checked off the checklist when there is a due date, because there isn’t a choice. So think about your homework. If there wasn’t a deadline, when would you do those last five math problems? When would you turn in your logical fallacies?

There are all kinds of tricks and tips for prioritizing work, avoiding procrastination, and being better organized so you CAN meet deadlines – you can always email the office to ask to meet with me to work on those skills. Meeting deadlines and being on time with assignments is a lifehack that will serve you well not just in ATYP, but many years from now. Your future boss will thank you for figuring it out!

Until next time,

Ms. Nan

REGAINING CIVILITY - ONE PRINCIPLE AT A TIME

Lately do you find other people…annoying? Do you find yourself crabbier with other people than you want to be, and more short-tempered? Are you less patient, and more judgmental? I know I am. I suspect that with the long stay-at-home period and the restrictions on in-person gatherings, we have forgotten how to be pleasant. Respectful. Empathetic. And we need to find our way back to civil human interaction.

Enter the Oshkosh Civility Project. According to their website, the Oshkosh Civility Project is a community-based effort to encourage better practices in interpersonal communication. In other words, it’s an entire town working together to be nicer to one another.

In his article on the project, author Tom Grogan discusses how working and learning from home meant less face-to-face interaction, and how that in turn changed the way we communicate, reducing social cues and normal patterns of expression. We have forgotten how to talk to each other, and we have replaced pleasant conversation with hostility and anger.

The Civility Project hopes to repair the damage and correct behavior by reintroducing Nine Principles of Civility. They include:

1. Pay Attention - Be Aware of Others & Sensitive to the Immediate Context of Actions
2. Listen Closely - Understand Other Points of View
3. Be Inclusive - Welcome All; Don't Exclude Anyone
4. Don't Gossip - Remind Others of the Importance of this Practice
5. Show Respect - Honor Others (Especially in Disagreement)
6. Be Agreeable - Find Opportunities to Agree
7. Apologize Sincerely - Repair Damaged Relationships

8. Give Constructive Comments, Suggestions & Feedback - No Personal Attacks      (Focus on Issues)

9. Accept Responsibility - Don't Shift Blame; Share Disagreements Publicly (Instead of talking about people behind their back.)

Personally, I think this goes beyond how we speak to each other. It also holds true for how we think about people privately, and how we speak about other people publicly. If we can’t show a higher regard for others in our own minds, it is likely to come out in how we interact with them in the world.

If, like me, you are struggling to remember how to treat people well, and how to be more tolerant and less judgmental of others’ foibles, please remember the Oshkosh Civility Pledge: "We build a stronger and more diverse community by actively sharing our ideas and opinions with others in thoughtful and considerate ways. By practicing this basic commitment to civility, we learn and grow from one another - even in disagreement."

I know that I can do better. I’m sure that you can, too.

Til next time, 

Ms. Nan

P.S. Thanks to Ms. Citino for the idea for this blog post!

HAVING A BAD DAY? I UNDERSTAND!

Have you ever read Judith Viorst's Alexander and the Terrible, Horrible, Very Bad Day? It's
the story of a young boy whose day just goes from bad to worse until he wants to move to Australia, where he's sure these kinds of awful things just don't happen. Have you ever had one of those days? I have.

Last week I had a day where my water stopped working so I couldn't take a shower. I bought shoes that seemed like they fit at the store and when I got them home realized they were too small. Then I got to work and everything was crazy, and my daughter called and was upset because a customer yelled at her. And then I found out that a good friend of mine had tested positive for COVID. It was the kind of day I nicely refer to as "not enough chocolate" and not nicely refer to as "crap-tastic."

What makes it a bad day for you? Did you start your math homework thinking you were supposed to answer the questions that ended in 6, when the syllabus said to answer the questions ending in 4? Did you forget to call your English classmate until the day before the assignment you were supposed to work on together was due? Did your best friend ghost you in the cafeteria? Can you just not figure out how to do that dance move the teacher showed you? Is the coach on your case because you're a step too slow? Did someone say something nasty about your hair/clothes/sister? Do you just want to move to Australia?

The reality is, we all have those days. Other kids, your parents, your teachers, your coaches - everyone. Sometimes it seems like we rolled out of bed on the wrong side, and other days it seems like the universe is out to get us. Do you wonder if there are things you can do on days like this to make the world seem less awful? Here are a few suggestions that are easier, faster, and less expensive than that plane ticket:

• Find a non-judgmental ear to vent to. This could be a parent, grandparent, aunt/uncle, sibling, friend, friend's parent, teacher...anyone who is a good listener. Sometimes just having someone to hear about it, nod, and say it's going to be okay is the best medicine. A hug can also be good if they're nearby.
• Try meditation. There are lots of apps and podcasts that can help you learn to meditate (some are free). Meditation helps you to keep you grounded and mindful and less likely to focus on what else can go wrong.
• Listen to music. Few things can lift your mood like a favorite song or album. As an old person, I find that Jimmy Buffett makes me want to smile and dance. You may like Arianna Grande. Take your pick.
• Settle in with a good book. It's okay to take 20 minutes and read for pleasure if it eases your stress and helps you to relax. Then read some more after you've finished your homework.
• Cook something. If you enjoy food or just like experimenting, trying a new dish or baking a favorite recipe can be a great way to decompress.
• Exercise! Take a walk, ride a bike, lift weights - just move! Moving releases stress like few other activities.
• Find something to be grateful for. This one can be hard on particularly bad days, but it does help. On my very bad day I was grateful that my friend was fully vaccinated so not likely to get too sick. And later I was grateful that my water came back on. And then I was grateful that I had chocolate to eat.

If you struggle with how to handle the tough days, ask the adults in your life for suggestions. They may have strategies to try that they just don't realize they're using. Your friends and teachers might also have ideas. If your day is particularly awful make sure you reach out to someone - being alone in the awfulness can make it worse. 

Remember, no matter how bad it seems, tomorrow is another day. A day that is likely to be less horrible and less terrible, where your shoes fit and the water is hot and plentiful. 

Until next time,

Ms. Nan

EXECUTIVE FUNCTION #2 - COMPLETING TASKS & ACHIEVING GOALS

Some students have trouble starting assignments and projects, but other students have trouble finishing them. Not all experts agree that task completion is an executive functioning

skill, but some do, and I would have to agree. I especially like what the Smart but Scattered Kids website calls it: “Goal Directed Persistence.” I suspect that one of the main reasons that gifted students struggle so much with this trait is because, well, they haven’t had to struggle a lot. Persistence is like a muscle that you work and develop. If your homework has never been difficult or has rarely taken you more than 15 minutes to complete it’s very likely that you have never had to put forth much effort, experience frustration, or overcome obstacles – so this muscle is underdeveloped. How do you learn to do this?

The first thing you might want to do is set goals. Do you want to improve the score on your next math quiz? Do you want to turn in your assignments a day early next week so that you can have a day off? Are you working on completing all of your assignments? Sometimes completion is THE goal, and that’s fine.

Now envision the outcome you want to see. Do you see a 92% on your math quiz? Is your English instructor writing you a note on the improvements in turning in assignments on time? Are your parents taking you for ice cream because your work is complete?

Next, identify obstacles for completing the project or reaching the goal. Lack of time in your schedule? Too many distractions? Is the work difficult and you need help? When you get frustrated do you say, “It’s too hard!” and give up?

Now that you’ve thought about the roadblocks, create a plan for addressing them. If time management is the problem, visit Ms. Nan during her office hours on Thursdays to work through strategies. If you are easily distracted, review your digital distractions handout (also on the website) to review tips you can practice, or talk to your family about creating a better work environment. If you need help with the content, talk to your instructor or go to help session to speak with a tutor.

If you get easily frustrated and it makes you want to give up, remember – you can’t do this YET. Yet is a big deal. You’re still learning, but if you keep at it you’re likely to get where you need to go. Sometimes you just need to take a short break and come back to whatever is causing you problems; sometimes you need to move on to the next step or assignment and come back to the part that is difficult later. If you’re still stuck, remember to reach out for help.

Remember not to try to do too much at once. This is likely to lead you to feeling overwhelmed and more likely to quit. And keep track of what you’re attempting to do and when you’re successful. It will help you to look back and see what works and what doesn’t; it also lets you see that you can complete tasks and reach goals.

It always helps to share what you are trying to do with others. Letting someone know what you’re attempting is a great way to hold yourself accountable and follow through. If you’re sharing this with your family, you might want to also think about a reward system. Finished the math homework? There’s a bonus half hour of funny YouTube videos. Wrote your English essay? Video chat with your best friend. Whatever works for you, find a way to acknowledge that you set a goal, persisted, and completed the task. That’s one well-developed muscle you’ve got!

Until next time,

Ms. Nan

alankazdin.com/developing-persistence/

healthskills.wordpress.com/coping-skills/task-persistence/

medium.com/@jackiegerstein/helping-learners-develop-persistence-moving-beyond-i-cant-do-this-7920f6981359

IMPROVING EXECUTIVE FUNCTION #1 - TASK INITIATION

Task initiation has to do with knowing where to begin and how to begin, and is an important executive function skill that can be a tough one for many students to master. Part of the reason for this difficulty is that there can be many underlying reasons why a student has trouble getting started. I saw a list that had nearly 20 reasons for poor task initiation on it!

You might think that all issues of this type come down to procrastination, but I break task initiation problems into three additional main categories: Prioritizing, planning, and perfectionism.

First, let’s talk about prioritizing. This can be as simple as “What needs to be done today?” followed by “What has to be completed first before I can complete something else?” A great way to prioritize tasks is to make a list of everything you need to do – and I do mean EVERYYHING – for, say, the next week. Next, think about when those things need to be done, how important they are, whether another project or assignment relies on something else being done first, and label each item on your list with an “A,” “B,” or “C,” with “A” being the highest priority items. Then rewrite your list with all of the “A” items together, etc. See if this helps you organize your days and week to understand what you must do first. Having a solid starting point can be the first step in initiating tasks. (If you feel like your week starts on the evening after your ATYP class, this is an excellent time to do this.) 

Some students have problems with planning. Even if they know what they need to do and what the deadlines are, they just can’t see a way or a when to getting it done – so they don’t start. What are some ways you can work around this? First, you can look at your list and think about the time you have available in your week and try to fit the pieces of your assignments into time slots you have available. This can be fun, because it feels like solving a puzzle, but also helps you knock out small chunks of homework in time you didn’t know you had. Sitting in the dentist office waiting for your brother? Read one chapter in your math textbook. Have 20 minutes between getting home and sitting down to dinner? Type up your vocabulary assignment. It might not seem like you're accomplishing much, but you are starting and that's what counts.

If you have a large assignment, break it into smaller pieces. For a project that feels overwhelming, doing just one, two, or three of the smaller chunks is a good way to get over the “getting started” hurdle and moving toward the larger pieces. Finally, think about what makes you more likely to start – getting the assignment you like least done and out of the way, or starting with something you enjoy that eases you into the parts you don’t love so much? There's no right or wrong answer for that, just choose whichever works for you.

Perfectionism is a tough one, and particularly relevant for gifted students. Some students really don’t like to begin a paper or an assignment until they think they have a perfect understanding of the assignment, or a perfect thesis statement, or a perfect plan. Since there’s no such thing as perfect, this can be a huge hurdle to getting started. So what to do? Think about starting in the middle of a paper if the beginning is the sticking point. Tackle assignments in pencil so if you have to erase it doesn’t matter. Remember, there is a difference between healthy perfectionism (I want to do my best and turn out a high-quality product) and unhealthy perfectionism (I am so caught up in getting it right that I am frozen). If you feel like you’re dealing with unhealthy perfectionism try focusing on “good enough”. If you can understand it well enough, if the topic sentence is okay, that’s when you begin.

Finally, what about just good old procrastination? Those are the “I don’t want to do it,” “I’d rather play video games,” “That will only take me 15 minutes on Saturday (even though it will take you an hour and a half on Sunday night at 10)” reasons for not starting. Is that what makes it hard to start? You can:

• ·        Set a timer for when you will begin
• ·        Plan out rewards for when you have completed sections of your list
• ·        Make sure to take short breaks to keep yourself fresh
• ·        Ask a trusted adult to help you get started if you continue to struggle. Maybe they can help you analyze the problem and see where you want to focus your efforts?

Yes, getting started can be hard but usually it’s more than half the battle. So jump off and join in!

Until next time,

Ms. Nan

UNNERVED BY TESTS? A COLLECTION OF TIPS AND STRATEGIES

So…you took a test, and it didn’t go well. Or you think it didn’t go well, but you haven’t seen your actual grade yet. You start to wonder – What could I have done differently? Why do I struggle with tests? It is easy for people to assume that being gifted means that you breeze through exams, but test-taking can be a concern for even the most talented students. How can you improve your test taking abilities?

First, you will need to do some self-exploration to try to discern the actual issue.

• Do you not fully understand the material?
• Are you unable to get through the material in the time allowed?
• Does test-taking make you so anxious that you are unable to show your true abilities?
• Do you actually perform fairly well on tests, you’re just sure you did poorly even when you really didn’t?

If you are having trouble with the actual material, what you need are test preparation strategies. Don’t assume that just because you’re smart that you should be able to understand content without putting in any effort. And if you’ve always done well on tests without studying and suddenly that’s not so easy – well, that’s one of the drawbacks of being a gifted student. You’ve never had to practice this skill, and now it is underdeveloped.

I like this article, hfhighschool.org/academics/guidance/academic-support/test-taking-tips/, which offers the following advice:

• Take notes and begin to prepare for tests on the first day of class!
• Study a little daily (or at least weekly) – continuously review material from prior lessons.
• Attend review or help sessions.
• Ask the instructor if certain areas will be emphasized on the test.
• Do not wait until the last minute to begin to review notes, homework, worksheets, prior quizzes and tests, and reading material.
• Have a quiet study space and avoid digital distractions.
• Understand what material is the most critical; start there.
• Create a review sheet of the of main ideas/information/formulas.

If you are unable to get through materials in a timely fashion, or feel disorganized and discombobulated, you might want to think about some test-taking strategies. Some good ones I’ve read include things like:

For essay questions:

• Make sure to read the prompt carefully.
• Underline key words or phrases if responding to a passage.
• Write a brief outline or bullet points on what you want to cover.
• Try to leave time to go back and proofread your work (crossing out and correcting is usually fine).

For multiple choice questions:

• Think about answering all the questions you know first, then going back to the ones you couldn’t answer immediately.
• If leaving blanks makes you uncomfortable, don’t spend too long on any one question.
• Eliminate the answers you know are wrong, make your best guess and move on.
• Our first thought is usually correct. Try not to overthink the answers.

For all test takers:

• Practice maintaining focus. Losing focus during a test makes it hard to get back on track.
• Try sucking on a peppermint or chewing gum; this works for many people.
• Take deep breaths and try to remain as relaxed as possible.
• Pace yourself. If timing on tests is hard for you, practice at home.
• If you finish early and have time to review, do so.

You can read more about this at the following sites:

• 12 Test taking tips for high school students
• Checklist: Test-Taking Strategies for Middle and High School Students
• Test Taking Strategies 

Finally, even gifted students have test anxiety. Scratch that, it’s possible that gifted students have even more test anxiety. Many of you have perfectionistic tendencies that like to rear their collective heads at the thought of quizzes and exams.

So, try to take a deep breath (all the way in, hold it, and then see if you can take in a little bit more, then let that breath out very slowly). Pay attention to the way you’re talking to yourself. Are you saying “I don’t know this material. I didn’t study hard enough. I know I’m going to fail.”? If so, try some positive self-talk. “I’ve done the best I can. I understand the content. I’ve got this.” Psyching yourself up is the counterattack to psyching yourself out.

And try not to get too worked up while you wait for your results; there’s no sense stressing about something you can’t undo. And if your grade comes back and it’s not the grade that you want, this is when you go back and look at the tips and strategies, learn from your mistakes, and move forward. This is what will help you become a more successful student and, more importantly, a better person.

Until next time,

Ms. Nan