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Executive Functions for Every Classroom, Grades 3-12: Creating Safe and Predictable Learning Environments
Every educator wants to What has the greatest impact on student success? The executive function skills. They are crucial for students′ academic success and personal growth, yet many of our students lack the skills required to engage in learning, such as organization, planning, time management, and self-regulation. This book shows how educators can create a more engaging and effective learning experience while addressing the epidemic of disengagement and executive dysfunction. With practical guidance to make the skills "stick" for students, this vital resource also provides Educators can empower students to take more risks, improve their academic performance, and prepare them for the future with the help of this innovative resource.
216 pages, Paperback
Published February 14, 2024
12 people are currently reading
79 people want to read
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Displaying 1 - 5 of 5 reviews
January 29, 2025
I think of "predictable" as a negative adjective, along the lines of "boring," but Weathers (of Organized Binder) does a good job of arguing for the pairing of "safe and predictable" in classrooms. He argues for predictable opening and closing routines, and then in the middle the teacher does whatever lesson she was going to do. So he's not saying that every class needs to be exactly the same as the previous one and the next one, but rather that there should be some routines in place so that students can relax enough to really learn.
I've seen this in my own classroom; two or three years ago I started beginning each class period with "daily writing" in a special notebook, and it really works beautifully to focus the room; it gives students an opportunity to transition from their last class into this one, to catch their breath, and to turn their attention to a few minutes of focused writing by hand, and then they're ready for class. I always say that it's a 5-minute investment that more than pays off in terms of what we can accomplish once everyone is mentally as well as physically present.
By that same token, I've thought a lot about closing routines, which Weathers also argues for; the fact that I've never been able to pull them off says everything about my time management skills, but I really do believe that it would be the best way to end the class period. So that should be my next project.
I've also insisted this year that my students have a 3-ring binder just for my class, and I've found it helpful in keeping them more organized. But there's still the issue of the work that students do on their iPads/computers, which then doesn't wind up in their binders. I think that, for a lot of students, their Google Drive is the new version of the chaotic binder; they can't find things, they never look at their old notes, etc. Ideally I'd have them print out their online work and put it in the binder, but I think that's unlikely to happen, given the realities of printing at my school. So that's still a puzzle to be worked out.
Weathers's rallying cry is "clarity, routine, and modeling," which I'm all for. I've been adding more modeling to my classes this year, and it is an important improvement.
All of this is not just about good teaching, but also about equity. Some students have parents or environments that stress order -- calendars on the refrigerator, a parent showing a kid how to use a planner, etc. -- and some kids live in chaotic homes. So if we can make the classroom a place that is not chaotic and in which everyone learns how to stay on top of assignments, work steadily toward goals, have their learning materials in order, etc., then we're not leaving students out.
I learned about this book through a Cult of Pedagogy podcast episode in which he was interviewed by host Jennifer Gonzalez, and I recommend listening to that conversation.
I do wish that Weathers had had someone else do an edit on the book before it went to press, but no matter.
I've seen this in my own classroom; two or three years ago I started beginning each class period with "daily writing" in a special notebook, and it really works beautifully to focus the room; it gives students an opportunity to transition from their last class into this one, to catch their breath, and to turn their attention to a few minutes of focused writing by hand, and then they're ready for class. I always say that it's a 5-minute investment that more than pays off in terms of what we can accomplish once everyone is mentally as well as physically present.
By that same token, I've thought a lot about closing routines, which Weathers also argues for; the fact that I've never been able to pull them off says everything about my time management skills, but I really do believe that it would be the best way to end the class period. So that should be my next project.
I've also insisted this year that my students have a 3-ring binder just for my class, and I've found it helpful in keeping them more organized. But there's still the issue of the work that students do on their iPads/computers, which then doesn't wind up in their binders. I think that, for a lot of students, their Google Drive is the new version of the chaotic binder; they can't find things, they never look at their old notes, etc. Ideally I'd have them print out their online work and put it in the binder, but I think that's unlikely to happen, given the realities of printing at my school. So that's still a puzzle to be worked out.
Weathers's rallying cry is "clarity, routine, and modeling," which I'm all for. I've been adding more modeling to my classes this year, and it is an important improvement.
All of this is not just about good teaching, but also about equity. Some students have parents or environments that stress order -- calendars on the refrigerator, a parent showing a kid how to use a planner, etc. -- and some kids live in chaotic homes. So if we can make the classroom a place that is not chaotic and in which everyone learns how to stay on top of assignments, work steadily toward goals, have their learning materials in order, etc., then we're not leaving students out.
I learned about this book through a Cult of Pedagogy podcast episode in which he was interviewed by host Jennifer Gonzalez, and I recommend listening to that conversation.
I do wish that Weathers had had someone else do an edit on the book before it went to press, but no matter.
February 11, 2025
A book that could have been a great Edutopia post! Weathers makes important points early on, but then spins them into a poorly-written and terribly-edited book. I'd suggest having a few folk labor through all 175 pages, pick the prime points and suggestions, and then share them with the rest of the group. I guess I'm one of those folk for my district!
August 15, 2024
Simple, effective, and highly informative. Makes the ideas of teaching executive functions in the classroom accessible and attainable.
June 19, 2025
This book helped me structure my classroom routines and helped me stay organized with my students
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July 22, 2025Just a few chapters for PD…it counts, right?! 😂🤷♀️
Displaying 1 - 5 of 5 reviews