Middle Years 

With exams on the horizon, it is time to start getting organised. 

How good is your self-regulation? Are you organised? Can you follow instructions and complete tasks?

The first two tasks are buy a revision book and get your notes organised.

I often reflect on the need for our Middle Years students to develop their executive function and self-regulation skills. These skills are crucial for learning and functioning well in adult life. Teachers and mentors are continuously working with students to develop greater efficacy of these two vital areas, and families can help students develop their executive function and self-regulation skills. 

What do we mean by Executive Function? 

This refers to a student’s ability; 

1. To organize themselves – use the Record Book properly, record homework. 
2. to plan – set out what you are going to do each night during homework time. Plan assignments. 
3. to juggle and complete tasks. Work out what needs doing first. 
4. to remember instructions. Pay attention in class, and tune into your teacher when they are explaining things. Asks questions in class and seek feedback on your work. 

As young people mature their brain needs to develop the skills to.

1. Filter distractions, including their iPad and phone. 
2. Prioritize their work.
3. Control impulses. This is vital for young students to develop this capacity.
4. Set and achieve goals. This helps motivation and increases dopamine levels.

Executive function and self-regulation skills depend on three types of brain function: working memory, mental flexibility, and self-control. These functions are interrelated, and they need to operate in coordination with each other. Executive function skill draws on these elements.

• Working memory governs our ability to retain and manipulate distinct pieces of information over short periods of time.
• Mental flexibility helps us to sustain or shift attention in response to different demands or to apply different rules in different settings.
• Self-control enables us to set priorities and resist impulsive actions or responses. One area that we are constantly reinforcing is the need to reduce chatter in class, as this noise distracts other students and reduces the learning, as students are often only partially attentive to their learning. Learning needs students to have focused attention. 

On reflection, being back face to face in the classroom highlights the need for many younger students to think before acting and to think before talking.

Mrs Julia Winter Cooke

Head of Middle Years