Phyllis Fagell
speaker
361 appearances
1 recordings
1 series
first heard Oct 2021
last heard Oct 2021
Phyllis Fagell’s voice in public audio — every appearance, attributed to the second.
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Appearances
Part of it is that their schedule has been so irregular and so ramping back up.
to a level where they can have the stamina to manage both the emotional, logistical, and physical demands of a full in-person day for kids who are returning to school for the first time in 18 months, that is going to be extremely difficult.
On the very practical side, I think parents can help by making sure that their kids start having as regular a schedule as possible.
And ramp back up slowly.
So you can't do anything about in-person school, but you can decide that maybe you'll do the rec baseball instead of the travel baseball.
Or maybe you'll only do one activity at a time right now and add something else later.
And I think we have to help kids set reasonable and attainable expectations.
kids really expect things to be easier than they are.
And they may not really understand why they suddenly have brain fog.
And we know that kids with long COVID, by the way, there are a whole lot of kids with long COVID who are having a tremendously difficult time staying organized.
One of the strategies I want to try this fall that I haven't done as much in the past, but that I just talked about with the author, Annie Murphy-Paul, she has a great new book out,
called The Extended Mind, and she talks about how we can help kids deal with the fact that they're not 100% right now, whether they're emotionally distracted or just their stamina is down.
And so she talks about this concept of cognitive offloading, which I think will be incredibly helpful right now, helping kids get the information that they maybe used to be able to remember out of their head and onto their mind.
paper, whether it's post-it notes, a calendar.
I spoke to Janine Janot, who also does organizational work with kids, and she takes it a step further.
In addition to having that calendar, which she thinks kids often will just neglect or ignore, she also uses a daily sheet where she draws a line down the middle, and the left is the stuff that they have to do that day.
But throughout the day,
She has the kids she works with write down things as they come up on the right side for tomorrow or for the next day so that they can keep this running tab.
And if there's anything that doesn't get finished on the left, it gets added to the right.
But helping kids get it out of their head frees up some of that room in their brain to focus on those complex social interactions.
Showing 161–180 of 361 · page 9 of 19
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