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Executive Functioning Skills for Generation z in the Classroom (en Inglés)
Shameka Charley
(Autor)
·
Independently Published
· Tapa Blanda
Executive Functioning Skills for Generation z in the Classroom (en Inglés) - Charley, Shameka
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Reseña del libro "Executive Functioning Skills for Generation z in the Classroom (en Inglés)"
Executive Functioning Skills for Generation Z in the classroom, is written as a teachers' resource to provide information on developing Executive Functioning skills for individuals and students born 1990s - mid-2000s. There is a lot of research on Early Childhood Development with Executive Functioning, and definitely early teens. I had a difficult time finding information about the population I serve, Gen. Z. Every piece of research I read, I kept asking myself; What happens when students become young adults and they are still dysfunctioning in a number areas? As an educator, I began my research on Executive Functioning for Generation Z, after working with young adults who were admitted to a Workforce Development program that I currently work for. It became more and more apparent that there was a lack of skill development prior to them entering higher education and the workforce, which prohibited sustainability and success in life. What I have found are those areas of executive dysfunction remain as that, dysfuntional. As young adults, they secretly try to understand why they are unable to make a sound decision, stay focused, and/or why they experience analysis paralysis. Young Adults say things like..."This is the way I am!" "This is easy, why do I have to do it!" Have you heard or even said those phrases as an adult. You or someone you know may be dealing with an invisible disability. These phases are used to mask the feeling of embarrassment surrounding the dysfunction and the skill they have a difficult time performing. In my classroom, I have found various ways to build and restore executive dysfunctioning skills. I begin by assisting my students in owning their dysfunction, which helps in rebuilding the executive functioning skills they are lacking. The work I do helps students to be courageous, open and honest about feelings of embarassment, and I thank all students for their honesty and resilence in the process. I hope that this information is helpful in your endeavor in unmasking the mystery of young adults with this invisible disability.
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