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Like I mentioned, both my internships have prepared me for the real world by making me more professional. Working together with skills attainment and emotional influences is the third domain, management.
For the ADD student, the trials and tribulations of self-regulation occur both in class when attention to and focus on a particular task are in demand as well as during independent work periods outside class when ADD tendencies can interfere with concentration and completion. Likewise, lets not forget the adults who have been away from a classroom environment for years. To help these students, we need to give them time and our guidance to develop specific strategies systems. Reflection 15: How can we communicate to our stuents the importance of using a routine to cope with the multiple resposibilities in their lives?
Reflection 16: How can we help students set aside space and time to complete homework assignments outside the class?
Distractions from the world around them create gaps in listening and reading attention, forgetfulness persists.
Emotions like frustration, anger, and worry take over thinking making it impossible to do anything else. Reflection 17: Based on what you learned in the video, why is teaching using contextualized instruction so important? Reflection 18: Based on what you learned in the video, why is it so important to recognize when students are frustrated? Although this kind of situation may have multiple causes, I suggest asking students about their time management. I ask my students to examine how they plan their week, crossing out time frames that cannot be altered (like work), inserting other responsibilities, and making an honest assessment about their use of time.



One strategy, known as frontloading, is to start on an important task immediately so it gets our full attention. Small group discussions about these and any number of other management strategies can be highly effective because one adult can find similarities in the lives of others. Connect with Appalachian's social media accounts from university programs, departments and administrative units. She helped me with my interviewing skills and made sure I was on college central network and my resume was up to date. Similar to skills attainment, strategies are everything because they help the student feel in control over such tasks as activating work, regulating focus, and completing tasks, all of which are a partial list of the executive functions that may malfunction. They may have difficulty focusing on new material at first and need time to develop greater ability to sustain longer concentration periods. Thomas Brown, a clinical psychologist and Yale Medical School Professor, identified six executive functions that are the brains cognitive management system or self-regulator (Brown, 2005).
Turning their brains off makes getting to sleep a problem and difficult to wake up in the morning. A student attends class regularly and is highly amenable to working in class, but they make little headway because practice work outside of class is not completed.
We know that most adult students have sincere intentions to practice independently, but often their week disintegrates and it is time for the next class session. I am surprised at how little some of our adult students know about keeping a routine and how this can actually create more time for them! When there is a plan to return to the work, it is easier to commit to because we are not starting from scratch. It affects both attention and production in class and students skills as self-managers outside class. They may feel frustration easily when they do not learn quickly or have trouble with organizational tasks.
For those who simply managed poorly in the past, this support will be a major piece of what they can gain from the larger learning experience.


Ordinarily, executive functions work together in various combinations, rapidly and unconsciously, to execute complex functions in the human brain.
Much of what was taught is forgotten so the emphasis of the following class is spent on the review and practice that should have been completed at home. It is not uncommon that adults with learning differences can have difficulty organizing tasks so that what is planned is completed.
This idea of picking up a task in progress is a strong psychological motivator for procrastinators. Usually if something is not finished when it is planned, it becomes a strong psychological demoralizer.
As a facilitator in these instances, instructors can also use their ideas to help students realize that what we, as humans, get done can also be what motivates us as well. Thus, it is to our advantage to integrate opportunities right into our classroom for the individual or group to learn about and experiment with management strategies as part of our curriculum. For our students with a formal diagnosis of ADD, medication will help them perform much more consistently and successfully. By using this kind of strategy, students may do some class work early every morning to start their day, others may work on it in the evening when they are relaxed, and still others may plan a longer, more in-depth study period on weekends. Brown explains that ADD is basically a problem, not of attention, but in the lack of adequate stimulation required to cause the brain synapses to fire. As a result, these functions are especially disabling because they interfere with successfully completing academic tasks. Amazingly, when someone with ADD engages in their highly motivating special interests, their symptoms are absent and the brain regulates itself without any difficulty!



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