Executive Functions for Every Classroom, Grades 3-12

Creating Safe and Predictable Learning Environments
Mitch Weathers - Founder and CEO, Organized Binder
Executive Functions for Every Classroom, Grades 3-12
January 2024 | 216 pages | Corwin
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eBook
ISBN: 9781071919477
Available from January 0001
Paperback
ISBN: 9781071919453
Available from January 0001

Description

Empower the next generation with the executive function skills they need to succeed

Every educator wants to know: What has the greatest impact on student success? The answer: 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:

  • Three keys to teaching executive functions: Clarity, Modeling, and Routine
  • An explanation of the specific executive functioning skills essential for student success
  • Strategies for students to practice executive functions within the context of what they are learning
  • Practical guidance for establishing a consistent and safe learning environment
  • Guidance on how to expose all students to this universal MTSS/RTI Tier 1 intervention

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.

Contents

Foreword

Foreword

Preface

Preface

Acknowledgments

  • Introduction
  • Lost in the Wilderness
  • Navigating With Executive Functioning Skills
  • The Two Challenges With Teaching Executive Functions
  • Why Predictable Learning Routines?
  • Three Keys to Teaching Executive Functions
  • Chapter 1. Executive Dysfunction and Disengagement
  • Struggling With "Studentness"
  • We Can't Afford Executive Dysfunction Any Longer
  • Chapter 1 Reflection Questions
  • Chapter 2. Teaching Executive Functions
  • What are Executive Functioning Skills?
  • The Benefits
  • Clarity, Routine, & Modeling
  • Self-Regulation Through a Daily Routine
  • Conclusion
  • Chapter 2 Reflection Questions
  • Chapter 3. Working Memory: Beginning Routine
  • Designing a Beginning Routine
  • Why the Old Beginning Routine Doesn't Work
  • Strategies to Make Your Beginning Routine Better
  • Beginning Routine Example
  • Adjustments and Considerations
  • Self-Regulation Through the Beginning Routine
  • Conclusion
  • Chapter 3 Reflection Questions
  • Chapter 4. Working Memory: The Concluding Routine
  • How to Receive Authentic Feedback
  • Designing Your Concluding Routine
  • Why the Old Concluding Routine Doesn't Work
  • Strategies to Make Your Concluding Routine Better
  • Concluding Routine Example
  • Adjustments and Considerations
  • I Dare You to Try It
  • Self-Regulation Through the Concluding Routine
  • Conclusion
  • Chapter 4 Reflection Questions
  • Chapter 5. Time & Task Management: The Agenda
  • Developing Time & Task Management Skills
  • Why the Old Agenda Doesn’t Work
  • Strategies to Make Your Agenda Better
  • Agenda Template
  • Adjustments and Considerations
  • Self-Regulation Through Agendas
  • Conclusion
  • Chapter 5 Reflection Questions
  • Chapter 6. Organization: Tables of Contents and Academic Toolkits
  • What is a Table of Contents?
  • Why the Old Table of Contents Doesn’t Work
  • Strategies to Make Your Table of Contents Better
  • Table of Contents Example
  • Adjustments and Considerations
  • Academic Toolkits
  • Academic Toolkit Example
  • Self-Regulation Through Tables of Contents and Academic Toolkits
  • Conclusion
  • Chapter 6 Reflection Questions
  • Chapter 7. Accountability: Portfolio Checks
  • Accountability Starts With Expectations
  • Accountability Through Portfolio Checks
  • Designing Your Portfolio Check
  • Portfolio Check Example
  • Adjustments and Considerations
  • Self-Regulation Through Portfolio Checks
  • Conclusion
  • Chapter 7 Reflection Questions
  • Chapter 8. Goal Setting
  • Why the Old Goal Setting Doesn’t Work
  • Strategies to Make Goal Setting Better
  • Goal Setting Example
  • Adjustments and Considerations
  • Self-Regulation Through Goal-Setting
  • Conclusion
  • Chapter 8 Reflection Questions
  • Chapter 9. Conclusion
  • Self-Regulation
  • Self-Efficacy and Internal Motivation
  • Tenacity (Formerly Known as Grit)
  • Executive Functions as Transferable Skills
  • Content Area Gains
  • Family Engagement
  • Signing Off

Appendix: Effect Size

Appendix: Effect Size

Glossary

Glossary

References

References

Additional materials

Description

Empower the next generation with the executive function skills they need to succeed

Every educator wants to know: What has the greatest impact on student success? The answer: 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:

  • Three keys to teaching executive functions: Clarity, Modeling, and Routine
  • An explanation of the specific executive functioning skills essential for student success
  • Strategies for students to practice executive functions within the context of what they are learning
  • Practical guidance for establishing a consistent and safe learning environment
  • Guidance on how to expose all students to this universal MTSS/RTI Tier 1 intervention

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.

Contents

Foreword

Foreword

Preface

Preface

Acknowledgments

  • Introduction
  • Lost in the Wilderness
  • Navigating With Executive Functioning Skills
  • The Two Challenges With Teaching Executive Functions
  • Why Predictable Learning Routines?
  • Three Keys to Teaching Executive Functions
  • Chapter 1. Executive Dysfunction and Disengagement
  • Struggling With "Studentness"
  • We Can't Afford Executive Dysfunction Any Longer
  • Chapter 1 Reflection Questions
  • Chapter 2. Teaching Executive Functions
  • What are Executive Functioning Skills?
  • The Benefits
  • Clarity, Routine, & Modeling
  • Self-Regulation Through a Daily Routine
  • Conclusion
  • Chapter 2 Reflection Questions
  • Chapter 3. Working Memory: Beginning Routine
  • Designing a Beginning Routine
  • Why the Old Beginning Routine Doesn't Work
  • Strategies to Make Your Beginning Routine Better
  • Beginning Routine Example
  • Adjustments and Considerations
  • Self-Regulation Through the Beginning Routine
  • Conclusion
  • Chapter 3 Reflection Questions
  • Chapter 4. Working Memory: The Concluding Routine
  • How to Receive Authentic Feedback
  • Designing Your Concluding Routine
  • Why the Old Concluding Routine Doesn't Work
  • Strategies to Make Your Concluding Routine Better
  • Concluding Routine Example
  • Adjustments and Considerations
  • I Dare You to Try It
  • Self-Regulation Through the Concluding Routine
  • Conclusion
  • Chapter 4 Reflection Questions
  • Chapter 5. Time & Task Management: The Agenda
  • Developing Time & Task Management Skills
  • Why the Old Agenda Doesn’t Work
  • Strategies to Make Your Agenda Better
  • Agenda Template
  • Adjustments and Considerations
  • Self-Regulation Through Agendas
  • Conclusion
  • Chapter 5 Reflection Questions
  • Chapter 6. Organization: Tables of Contents and Academic Toolkits
  • What is a Table of Contents?
  • Why the Old Table of Contents Doesn’t Work
  • Strategies to Make Your Table of Contents Better
  • Table of Contents Example
  • Adjustments and Considerations
  • Academic Toolkits
  • Academic Toolkit Example
  • Self-Regulation Through Tables of Contents and Academic Toolkits
  • Conclusion
  • Chapter 6 Reflection Questions
  • Chapter 7. Accountability: Portfolio Checks
  • Accountability Starts With Expectations
  • Accountability Through Portfolio Checks
  • Designing Your Portfolio Check
  • Portfolio Check Example
  • Adjustments and Considerations
  • Self-Regulation Through Portfolio Checks
  • Conclusion
  • Chapter 7 Reflection Questions
  • Chapter 8. Goal Setting
  • Why the Old Goal Setting Doesn’t Work
  • Strategies to Make Goal Setting Better
  • Goal Setting Example
  • Adjustments and Considerations
  • Self-Regulation Through Goal-Setting
  • Conclusion
  • Chapter 8 Reflection Questions
  • Chapter 9. Conclusion
  • Self-Regulation
  • Self-Efficacy and Internal Motivation
  • Tenacity (Formerly Known as Grit)
  • Executive Functions as Transferable Skills
  • Content Area Gains
  • Family Engagement
  • Signing Off

Appendix: Effect Size

Appendix: Effect Size

Glossary

Glossary

References

References

Additional materials

SAGE Publishing Logo

Executive Functions for Every Classroom, Grades 3-12

Creating Safe and Predictable Learning Environments


January 2024 | 216 pages | Corwin

Format Published Date ISBN Price
Paperback 01/02/2026 9781071919453 $37.95
Lifetime 01/02/2026 9781071919477 $35.00

Empower the next generation with the executive function skills they need to succeed

Every educator wants to know: What has the greatest impact on student success? The answer: 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:

  • Three keys to teaching executive functions: Clarity, Modeling, and Routine
  • An explanation of the specific executive functioning skills essential for student success
  • Strategies for students to practice executive functions within the context of what they are learning
  • Practical guidance for establishing a consistent and safe learning environment
  • Guidance on how to expose all students to this universal MTSS/RTI Tier 1 intervention

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.


Table Of Contents:

  • Foreword
  • Preface
  • Acknowledgments
  • Introduction
  • Lost in the Wilderness
  • Navigating With Executive Functioning Skills
  • The Two Challenges With Teaching Executive Functions
  • Why Predictable Learning Routines?
  • Three Keys to Teaching Executive Functions
  • Chapter 1. Executive Dysfunction and Disengagement
  • Struggling With "Studentness"
  • We Can't Afford Executive Dysfunction Any Longer
  • Chapter 1 Reflection Questions
  • Chapter 2. Teaching Executive Functions
  • What are Executive Functioning Skills?
  • The Benefits
  • Clarity, Routine, & Modeling
  • Self-Regulation Through a Daily Routine
  • Conclusion
  • Chapter 2 Reflection Questions
  • Chapter 3. Working Memory: Beginning Routine
  • Designing a Beginning Routine
  • Why the Old Beginning Routine Doesn't Work
  • Strategies to Make Your Beginning Routine Better
  • Beginning Routine Example
  • Adjustments and Considerations
  • Self-Regulation Through the Beginning Routine
  • Conclusion
  • Chapter 3 Reflection Questions
  • Chapter 4. Working Memory: The Concluding Routine
  • How to Receive Authentic Feedback
  • Designing Your Concluding Routine
  • Why the Old Concluding Routine Doesn't Work
  • Strategies to Make Your Concluding Routine Better
  • Concluding Routine Example
  • Adjustments and Considerations
  • I Dare You to Try It
  • Self-Regulation Through the Concluding Routine
  • Conclusion
  • Chapter 4 Reflection Questions
  • Chapter 5. Time & Task Management: The Agenda
  • Developing Time & Task Management Skills
  • Why the Old Agenda Doesn’t Work
  • Strategies to Make Your Agenda Better
  • Agenda Template
  • Adjustments and Considerations
  • Self-Regulation Through Agendas
  • Conclusion
  • Chapter 5 Reflection Questions
  • Chapter 6. Organization: Tables of Contents and Academic Toolkits
  • What is a Table of Contents?
  • Why the Old Table of Contents Doesn’t Work
  • Strategies to Make Your Table of Contents Better
  • Table of Contents Example
  • Adjustments and Considerations
  • Academic Toolkits
  • Academic Toolkit Example
  • Self-Regulation Through Tables of Contents and Academic Toolkits
  • Conclusion
  • Chapter 6 Reflection Questions
  • Chapter 7. Accountability: Portfolio Checks
  • Accountability Starts With Expectations
  • Accountability Through Portfolio Checks
  • Designing Your Portfolio Check
  • Portfolio Check Example
  • Adjustments and Considerations
  • Self-Regulation Through Portfolio Checks
  • Conclusion
  • Chapter 7 Reflection Questions
  • Chapter 8. Goal Setting
  • Why the Old Goal Setting Doesn’t Work
  • Strategies to Make Goal Setting Better
  • Goal Setting Example
  • Adjustments and Considerations
  • Self-Regulation Through Goal-Setting
  • Conclusion
  • Chapter 8 Reflection Questions
  • Chapter 9. Conclusion
  • Self-Regulation
  • Self-Efficacy and Internal Motivation
  • Tenacity (Formerly Known as Grit)
  • Executive Functions as Transferable Skills
  • Content Area Gains
  • Family Engagement
  • Signing Off
  • Appendix: Effect Size
  • Glossary
  • References

Recent Product Reviews:

"After reading Mitch's book, I’m a big fan. As I was reading, the thought that kept occurring to me was man, if everyone did this, so many kids would do so much better in school, and they’d enjoy it more too!"
Jennifer Gonzalez, EdD, Founder, Cult of Pedagogy
"I LOVED this book. Every teacher, including adult educators, should be able to use or adapt practices in their learning environment by using this book. Learn what executive function is, how executive dysfunction impacts learners, and, most importantly, how to design routines to ensure all learners have the tools to be focused, organized, and purposeful. All the strategies are supported by research, and the evidence-based practices that Mitch outlines seem totally within reach. What a fantastic read!"
Katie Novak, EdD, Founder and Executive Director, Novak Education Consulting
“Classroom teachers know they are teaching content and do it well. Yet more importantly, they are teaching their students how to learn and that takes executive functioning. Weathers’ book provides research-backed, immediately applicable strategies to support the development of executive functioning in one’s classroom. It’s beyond helpful, whether you finish feeling validated, get good reminders, or new learning. It’s worth the read.”
Jennifer Abrams, Author of Stretching Your Learning Edges: Growing (Up) at Work and Having Hard Conversations
"I’m not exaggerating when I say that this is a must read for every single teacher on the planet! Weathers provides actionable, yet realistic steps, for teachers to take to consistently create more predictable learning spaces for all students. This work has a profound impact on all students, but chaos navigators, in particular, benefit. Chaos Navigators are our young people who are giving everything they have just to survive the lack of predictability they experience every movement outside of school. When teachers commit to the strategies outlined in this book they create havens for students, moments in their day that are safer, and that makes all the difference. Our chaos navigators are more likely to lean into their education and take the risks inherent to learning if they are in classrooms like those described in this book. Thank you for this absolute gift, Mitch!"
Jaz Ampaw-Farr, Human-First CEO, Keynote Speaker and Resilience Ninja, Be Human First Ltd.
"In Executive Functions for Every Classroom, Mitch Weathers makes the case for universal classroom routines that free up students' mental bandwidth to focus on learning. Rather than struggle through the day trying to navigate different expectations in every classroom, students can rely on predictable structures for starting and ending every class, organizing their work, and keeping track of their progress. Today's students are struggling with motivation and self-discipline. Ignoring fads and hype, this book outlines simple processes every school can put in place to get students to believe in themselves and develop the habits they'll need for success in school and in life. Executive Functions for Every Classroom will become an instant classic and will transform the learning and trajectory of generations of students."
Justin Baeder, PhD, Director of the Principal Center

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