1. Organization and the Adolescent Brain
Also known as:
Why on earth does my teenager have such a messy backpack and forget his homework at school all the time even though homework has the word “home” in it?

2. Why is my adolescent so disorganized?!?!
She looks like an adult, so she should be able to think like an adult, right?
All of a sudden, he’s not curious about learning or school in the way that he is. It’s so frustrating!
I help him pack his backpack, and then he doesn’t turn in the work we talked about him turning in. Only an hour passed between our conversation and him arriving at school!
She tells me she can text and do homework at the same time, that she still gets it all done.
All totally normal.
The brain is under significant construction during adolescence, and the tasks that adults can perform so well are not tasks that adolescents can perform well.

3. What’s under development?
Prefrontal cortex
Handles executive functioning, such as:
Planning (especially long-term)
Reasoning
Anticipating consequences
Sustaining attention
Making decisions
Prospective memory – remembering to do something later (no significant growth from 10-14)
Parietal lobes
Switching from one task to another (i.e. texting and doing homework)

5. How does the brain develop?
Neural pathways are created through experience and practice.
Adolescents need practice with the tasks the prefrontal cortex governs (planning, reasoning, etc.) in order to build capacity in the brain.
Our culture and conventional education often do not give adolescents this opportunity.
Adolescents need to practice in order to build skill and need a gradual increase in freedom.

6. What’s challenging for our students?
Keeping track of homework.
Keeping track of school supplies.
Remembering to do homework when they get home.
Time management.
Prioritizing – deciding what’s most important to do right now based on the assignment deadline.

7. Prepared Environment Physical: Human:
Snack table: basket, placemat, etc.
Cleaning supplies – labeled and organized
Job Chart
Human:
Norms for leaving and entering the classroom

8. What do we do here? Labeled and organized school supplies
“A place for each thing, and each thing in its place.” – Dr. Montessori

9. Binders Organized binders White for project classes Black for math
Colored binder for electives and advisement

10. Binders Labeled tabs (ex: project binder) Organization Notes
Assignments
Readings
Literature

11. Work Turn-In System Same system in every environment.
Student turns in work to guide’s folder.
Guide checks work.
Guide returns work back to student’s folder.

12. Advisement Daily Check-Ins Check-In involves
AM: check-in, work plan, independent work time
PM: 20-minute check-in:
Mindful minute, homework prep, restoration
Check-In involves
Checking for overdue work
Talking through (DAILY) when students plan to do homework
Asking what they have to work on that day
Asking if they have homework in their backpack

13. Student Planners

14. Student Planners: Monday
To Do:
Hum: Reading
Math:
Art:
Lit Group
What’s Due
Hum: Essay
Math:

15. Overdue Work List Work that has not been turned in on time.
It needs to be done ASAP.
E-portfolio
Advisor meetings with students to make homework plan

16. What can you do at home? Provide a structured environment:
Consistent location at home to do homework (probably not his/her bed)
Be your student’s frontal lobe
They need your help to organize, plan, and think.
Don’t be afraid to step in – proofread an essay, ask him to show you how to do a math problem, ask her to read aloud her literature book.
Stay involved. Much like toddlers, adolescents need you now to support them through this period of tremendous change.
Role model organization. They are watching all of us. All the time.

17. What can you do at home to support what we do?
Planner
Ask to see your student’s planner – DAILY.
Help them cross of assignments that are finished for that satisfied list-crossing-off feeling.
Overdue Work List
Check this on your student’s e-portfolio regularly.
Homework Time
Expect your student to have homework.
Set a regular time for your student to do that homework.
Routine.

18. What can you do at home to support what we do?
Talk to them
Regularly ask what they need to do and when they need to do it.
Even this conversation increases blood flow to the part of the brain involved in multi-tasking and will strengthen it.
Written + Verbal Communication
Writing down to-do lists and instructions helps to train the planning part of the brain.
Set limits
Limit distractions (technology, especially).
Support (and require) homework time).
Remember: their brains cannot set limits for them. That’s our job!

19. Make time for sleep.
Be patient.
“There is a logical reason why plasticity is front-loaded in childhood and adolescence: survival depends on knowledge of one’s environment, so the young brain must be flexible and moldable depending on the type of environment in which the person is growing up….Evolutionarily, being open to new ideas, having new things to learn, leads to useful experiences that are necessary for survival.” – The Teenage Brain, Frances E. Jensen, MD

20. References/Reading List
“What’s Wrong With the Teenage Mind?” by Alison Gopnik:
“Developmental Characteristics of Young Adolescents” by Micky Casey and Vincent Anfara, Jr.:
The Teenage Brain by Frances E. Jensen, MD, with Amy Ellis Nut.
Brainstorm: The Power and Purpose of the Teenage Brain by Daniel Siegel.
“Under Construction – The Adolescent Brain” by Lisa Levinson: