Jessica Lahey
speaker
877 appearances
2 recordings
1 series
first heard Dec 2017
last heard Apr 2021
Jessica Lahey’s voice in public audio — every appearance, attributed to the second.
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Appearances
And I think about okay, if this were my student, not my kid, and I there was this you know, wasn't this emotional issue.
about my wanting to just fix it for them, how would I handle this?
And the way I would handle that is by asking questions like, Well, you know, read the instructions to me and tell me what you think the teacher's trying to get you to do.
Or, you know, before you leave the house in the morning, ask a question like, Now, could you s pause for just a second and go through your mental list of things you need to take with you today?
Are you forgetting anything?
You know, you're you're the training wheels for their executive function.
And that's why, frankly, the the heart of this book is middle school, because, you know, so much of the good stuff happens there with executive function, all that really amazing development.
Even kids on a delayed schedule, and believe me, I've taught tons of them.
You know, amazing things happen in middle school with executive function in terms of growth of the frontal lobe and making new connections and stuff like that.
So as a teacher, I know my main job is not to solve problems for my students, but to help them figure out how to solve the problems themselves and to give them prompts to be what's called an autonomy supportive teacher or parent.
I'm supporting their ability to figure it out for themselves and not solving the problem for them.
And when it comes to training wheels, you know, some kids are on training wheels longer than others.
And and believe me,
especially having a kid that had executive function problems, I was constantly going back to certain books I loved, like
Late Lost and Unprepared and That Crumpled Paper was due last week by Anna Holmayun.
Those are books that I they're totally worn because I was using them over and over and over again and
I just needed support and I think using the teacher side of my brain and realizing okay, if I was not so emotionally invested in my kid not feeling bad about himself or my kid not being so frustrated or
Yeah, us being mad at each other because I'm nagging again.
How would I handle this as a teacher?
And I think, you know, over and over again, that's sort of bailed me out.
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