Thanks Kristen for the blogs first comment! This is the first blog I have done so I think the only way you can participate is to "comment". I am not sure how we balance individual needs with the needs of the whole class. My approach will probably be to use the information and ideas from the book as the year progresses. Right now I am in the grammar stage with the information I hope to move to the logic stage throughout the year as I plan for the year and encounter new learning needs.
Chapter 3-Attention Control
Everyday I see the delicate balance between the attention controls of our students. It was extremely helpful for me to see the attention system broken down into three controls: mental energy, intake, and output.
Attention control categories are helpful because I could use the categories to talk with teachers about how to scaffold and monitor these skills in the classroom. While all of the areas are extremely important I feel like this is one of the areas we need to get a handle on or students will loose ground quickly. A student's inability to develop their attention controls will affect their capacity to develop in all other neurological areas.
I can already think of some 3rd grade students who would be overwhelmed by the prospect of monitoring all three attention controls, but I think students could be directly taught most of the skills required for attention control.
Mental energy controls consist of four functions, while teachers cannot control one of the functions (sleep) it would seem we can help students with three of the functions. How do you think teachers can control for alertness, mental effort and consistency in the classroom? All aspects of Intake control could potentially be taught, even satisfaction control. As with intake controls, output controls would be directly taught and scaffolded for students. Can you think of one strategy you could use to teach or monitor one of the sub-functions of mental energy, intake or output control?-RThorp