Most kids don’t learn time management naturally. As parents, we so often feel like our students don’t manage their time well. Join us as we discuss the facts about teaching time management more effectively. This round table will have information for parents of all age students, but will be particularly helpful to families with children who are middle school and high school age.

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Show Notes

There is a direct correlation between parental involvement and student success. The ultimate goal is that they will be independent, but maintain your expectations appropriately. Nothing can replace an engaged parent/instructor. Every child is different, and each child achieves a degree of independence at their own pace.

You set the “tone” for your home as the emotional barometer for your children to look to for guidance. Healthy parents raise healthy kids. Emotional intelligence is taught, not caught. 

Particularly if you have a child with ADHD and time management issues, we encourage you to recognize the following:

• Teach to their strengths, not their weaknesses, and be intentional about your encouragement (catch them doing it “right”).
• Be careful of saying “you’re not paying attention.” There is a circus going on in their head—could you pay attention with that happening?
• “I forgot” is not an excuse—it is truth. Don’t be angry for what they cannot control.
• They don’t mean to misbehave and blurt things out (the part of their brain that controls impulse is not as tuned in). It’s more encouraging to them if you gently redirect without making them feel guilty.
• Transitions are VERY difficult—anticipate them and help students stay engaged. Let students know ahead of time that you will be stepping into another phase of their academic day. These kids really benefit from a “transitional break” to stretch, take a breath, and reorient their focus.
• A neurodivergent brain holds information differently than a neurotypical brain and sometimes needs more repetition/hooks. In these instances, you can ease their anxiety by offering smiling encouragement.
• Large projects, or what SEEM to be large projects to them, need to be broken down into smaller elements. Don’t expect them to know how to do this. Help them think through the project in “bite-sized” chunks.

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