Nancy Pelozi, Speaker of the United States House of Representatives, famously stated: “Organize; don't agonize" – however there can be a lot of agonising associated with organisation, especially for some students. Executive functions take time to develop and during adolescence, the prefrontal cortex undergoes significant neural pruning in preparation for neuronal growth and development which takes place later. The prefrontal cortex is responsible for a range of executive functions, including: memory, long-term planning, impulse control and problem solving – i.e. the neurological functions required for organisation.
While the part of the brain that is required for implementing the strategies required for organisation is still 'under construction', it is necessary to 'scaffold' the cognitive building process by supporting students to develop organisational skills. Ancient Greek philosophers taught about the importance of habit formation. Aristotle taught his students: “We are what we do. Excellence, therefore, is not an act, but a habit." The modern use of neurological imaging has confirmed the importance of habit formation to establish and embed neural pathways. Establishment of habits reduces cognitive load and allows the diversion of cognitive resources to other tasks.
Parents, who model, support and scaffold the implementation of habits during adolescence, may find this a frustrating activity. By persisting, parents will be guiding students towards cognitive development and later, organised independence. Gradual development and incorporation of regular patterns, habits and activities, is crucial.
Parents who start with requiring regular sleep times, healthy hydration and eating habits, together with patterns of exercise, are establishing a solid foundation for optimum cognitive function. Identifying a regular place for a student's school bag to be stored at the end of each day – ideally with sticky notes located nearby (for use in recording reminders), facilitates the regularity required to establish organisational structure. Students who attend the study skills seminars I conduct are strongly encouraged to obtain a year-long wall calendar. Activities required to progress towards due dates for assignments and exams can be plotted on the calendar, providing an overview of commitments at a glance, to enable better planning, distribution of time and ultimately, organisational skills.
Synesthetes, who experience a blending of the senses, resulting in the allocation of certain colours to visual stimuli, tend to learn very quickly. Students can adopt the use of colour – selecting one for each subject to mark timetables, materials and highlight notes (electronically or in paper form). By aligning a specific colour with any material associated with that subject, visual memory is enhanced. The use of a whiteboard and coloured whiteboard markers allows students to prepare mind map plans for assignments, summarise topics for study and efficiently prepare for exams. Creating visual or auditory mnemonics can be a novel and useful way in which to remember essential information necessary for oral presentations and exams. Modelling organised patterns of behaviour, together with the gradual implementation of organisational and study skills can have enormous benefits for students.
© Michele Juratowitch michele@clearingskies.com.au