Standing there, wondering why I am in the kitchen . . .
Aug. 5, 2019
I'm old enough I can laugh with the memes that talk about "older" people wondering why they are standing in a room. The reason I can laugh is because it is only a minor frustration for me right now. MOST of the time, I can remember what I need or what I'm doing.
But that isn't the case for everyone, and age really has nothing to do with it. Working memory is a concern for multiple people. In simplified terms, working memory is how we store the information we need right then for whatever task we are doing (or trying to do, in my case). Working memory is limited, and when we put more into it (or try), other things are bumped. I also have to consciously add to working memory by saying things out loud. So when I'm talking (I have to use my hands), I put my coffee cup down. I then often move around the room, which prompts me to ask the students to help me find my coffee cup.
Students who have concerns about working memory don't have that kind of help. They need other types, and sometimes teachers are unwilling to provide it. I admit - I used to be that teacher who responded, "I just gave the directions. What came after choosing a topic??" I promise I tried to not sigh. TRIED. I apologize to every student I said that to. My incredible bad.
So what can I do for students with concerns regarding working memory? I can provide a check list. This has helped an incredible amount; I put it somewhere everyone can see (Google classroom, projector, board), and multiple students use it. They even hold each other accountable because they have it in front of them (you can't have me edit - you haven't revised yet).
The American Psychological Association says it is possible to strengthen working memory. One tactic they suggest is to make whatever you want to remember be multisensory. I can often be found in my classroom muttering to myself - and usually it's the things I need to remember. I'm also notorious for not taking a grocery list to the store. But if I close my eyes and visualize the recipe, I can usually recall what I need to buy.
In my humble opinion, and I certainly do not count myself as an expert, the best thing we can offer a student with working memory concerns is patience. Repeat yourself, and then repeat yourself again. This student isn't deliberately causing you frustration. I freely admit some students are trying to buy time. You'll figure out which ones those are. Offer guidance, offer strategies, offer empathy. These kids need to be able to trust you are there for them.
Trust me. Losing my coffee cup is more important than you might think. What a way to give them the ability to help; what a way for me to talk about working memory. What do you have to lose??
Information for this blog post was taken from "Understanding Executive Functioning Issues" by Amanda Morin and "Lazy Kid or Executive Dysfunction?" by Tracy Landon and Linda Oggel.
I'm old enough I can laugh with the memes that talk about "older" people wondering why they are standing in a room. The reason I can laugh is because it is only a minor frustration for me right now. MOST of the time, I can remember what I need or what I'm doing.
But that isn't the case for everyone, and age really has nothing to do with it. Working memory is a concern for multiple people. In simplified terms, working memory is how we store the information we need right then for whatever task we are doing (or trying to do, in my case). Working memory is limited, and when we put more into it (or try), other things are bumped. I also have to consciously add to working memory by saying things out loud. So when I'm talking (I have to use my hands), I put my coffee cup down. I then often move around the room, which prompts me to ask the students to help me find my coffee cup.
Students who have concerns about working memory don't have that kind of help. They need other types, and sometimes teachers are unwilling to provide it. I admit - I used to be that teacher who responded, "I just gave the directions. What came after choosing a topic??" I promise I tried to not sigh. TRIED. I apologize to every student I said that to. My incredible bad.
So what can I do for students with concerns regarding working memory? I can provide a check list. This has helped an incredible amount; I put it somewhere everyone can see (Google classroom, projector, board), and multiple students use it. They even hold each other accountable because they have it in front of them (you can't have me edit - you haven't revised yet).
The American Psychological Association says it is possible to strengthen working memory. One tactic they suggest is to make whatever you want to remember be multisensory. I can often be found in my classroom muttering to myself - and usually it's the things I need to remember. I'm also notorious for not taking a grocery list to the store. But if I close my eyes and visualize the recipe, I can usually recall what I need to buy.
In my humble opinion, and I certainly do not count myself as an expert, the best thing we can offer a student with working memory concerns is patience. Repeat yourself, and then repeat yourself again. This student isn't deliberately causing you frustration. I freely admit some students are trying to buy time. You'll figure out which ones those are. Offer guidance, offer strategies, offer empathy. These kids need to be able to trust you are there for them.
Trust me. Losing my coffee cup is more important than you might think. What a way to give them the ability to help; what a way for me to talk about working memory. What do you have to lose??
Information for this blog post was taken from "Understanding Executive Functioning Issues" by Amanda Morin and "Lazy Kid or Executive Dysfunction?" by Tracy Landon and Linda Oggel.
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