Students & Disorganization: Making Sense of the Mess
‘Tis the season for spring cleaning and thinking about all of the ways to organize and reorganize our homes and other belongings. Some people can’t wait to roll up their sleeves and get to work. Others simply grin and bear it to get the job done. Then there are also the people who might avoid the task altogether. In other words, organization isn’t everyone’s cup of tea. However, when it comes to students and their academic success, organization is a must no matter how they’re wired.
According to Margaret Searle, education expert and author of Causes & Cures in the Classroom , there are three main tracks of poor organization among students: 1) they don’t know how to apply organizational strategies, 2) they don’t stay organized, and 3) they procrastinate. Through the E.C.H.O. (Executive Function Coaching and Homework Organization) program of Brightmont Academy , a private one-to-one school, students are learning effective long-term strategies for overcoming these challenges. Here’s how…
Getting Organized
When it comes to getting organized, students may have problems with meeting deadlines, organizing their things, and/or organizing their thoughts, says Searle. The antidote? The first step is to dig deeper into the reason or reasons behind why students are disorganized.
Perhaps they struggle with comprehending time, either how long each unit of time feels or how long a certain task will take. Perhaps the planning or sequencing of tasks is a trouble spot. Or perhaps the purpose and goals of their assignments are unclear to them. After identifying the root cause of a student’s organizational woes, it’s time to introduce the appropriate organizational strategies.
Brightmont prides itself on addressing the unique needs of all of its students. In turn, the school’s list of interventions is endless since customized learning plans are the norm. There are, however, a few common strategies when it comes to combatting disorganization:
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Sorting and classifying - When students practice finding similarities between objects (sorting) and identifying specific groups to which those objects belong (classifying), they are growing their understanding of patterns. Such aptitude is especially important in learning math and scientific concepts.
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Color coding - Color coding is a tried and true method for keeping papers and other tangible resources organized (e.g., red for reading, green for science). Color is also helpful for examining texts. For example, key terms may be highlighted in blue, while themes and main ideas may be highlighted in yellow, and so on. In short, color serves as a cue for comprehension.
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Graphic organizers - Sorting, classifying, and color coding often converge in graphic organizers such as Venn diagrams, T-charts, and boxing. With the help of graphic organizers, students are able to process their academic material visually as well as intellectually.
Staying Organized
Getting organized is one thing—staying organized is another. At Brightmont, students are taught to rely on the “Prepare/Do/Check” method to see their assignments to completion.
During the Prepare stage, students assess what they will need to get the job done. They collect their materials. They break down their work into smaller steps. They estimate how much time each step will take and make a schedule. This Prepare stage naturally flows into the next one: Do.
The Do stage focuses on attacking the to-do list that resulted from the Prepare stage. Self-awareness and balance are essential to the Do stage, the former playing a big part in staying on task despite distractions, etc., and the latter in maintaining a pace that is both productive and manageable. If all goes according to plan, the Do stage culminates in the Check stage.
Though all boxes may be marked on a to-do list, this doesn’t mean all of the work is done—the Check stage entails double-checking completion and quality. Some students may need the support of their teachers and/or parents to discern what needs to be revisited or revised. No matter who’s involved, each time students go through the Check stage, they learn how to address their next assignments with even more efficiency.
Taking Initiative
Procrastination is also a concern related to organization. Procrastination is often an outcome of anxiety and/or a lack of confidence, and students simply get stuck. To help students overcome procrastination, Brightmont is a staunch proponent of two key tools: 1) routines and 2) planners.
Brightmont teachers rely heavily on routines in teaching organization skills. Routines help students understand expectations and goals. Routines help students address the tasks they consider unpleasant. Routines help students develop healthier attitudes about feedback from others. In other words, task avoidance becomes less frequent when students follow routines.
Planners are also a critical player in the Brightmont experience. Many schools require students to keep planners, and Brightmont is eager to support their important purpose. Through E.C.H.O., students learn how their planners can help them with scheduling, reminders, goal setting, etc. Planners also serve as a communication tool between students, parents, and all of the teachers involved.
About E.C.H.O.
Though the importance of organization is infused into all of Brightmont’s programs, E.C.H.O. features 20 one-hour, one-to-one sessions focused solely on organizational techniques. Geared for students in grades 6-12, E.C.H.O. not only comes loaded with tips and tricks, but also prioritizes how students can practice them—how they can “echo” what they’ve learned at Brightmont in their day-to-day academics.
The philosophies and practices associated with E.C.H.O. are also infused into Brightmont’s tutoring services. At first, Brightmont’s teachers might take the lead in scanning homework and interacting with student portals, especially when students lack the emotional and intellectual maturity to follow through on their own—after all, doing the work but not turning it in still results in zero points. This modeling, along with organizational practice, is key to eventual independence.
In other words, E.C.H.O. isn’t just a program that benefits students, but parents as well. Parents often shoulder the responsibility of keeping their kids accountable, but chronic disorganization can take its toll on families. The Brightmont difference? E.C.H.O. teachers become willing and wise partners in transforming lives—at school and at home—for the better. That’s why many believe E.C.H.O. is well worth it. That’s why many students and families are living changed lives today!
Barbara Farland is an English & Social Studies instructor at Brightmont Academy in Plymouth, Minn. She holds a master’s degree in Business Communication from the University of St. Thomas and, prior to pursuing a second career in education, worked as an award-winning public relations and communications professional in both the corporate and nonprofit sectors. As a “storyteller by nature and teacher at heart,” Barbara continues to contribute to various anthologies, among other writing projects.
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