How to Tie a Shoe: Lessons in Executive Functioning

When I was first learning about Executive Functioning (EF), a question was posed to me and others who were involved in a training on how to best support students to develop their EF skills. The question asked was: How many steps are involved in tying a shoe? This led us to think deeply about the steps, how they might be different depending on the style of tying a shoe, factors or barriers that could impede one from doing it effortlessly, etc. All of what we discussed was EF, but the next question really got us thinking. What is the first step in tying a shoe? We all pondered this and all seemed to have the correct answer, but we didn’t. The answer was: finding the shoe. 

Although EF is not in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), we know it is a culmination of various processes that impact one’s ability to perform tasks efficiently. Although experts define EF and sub-categories in different ways, Understood.org breaks EF down into 5 skills (paying attention, organizing, starting tasks, managing emotions, and tracking progress) that fall into 3 categories (working memory, cognitive flexibility, inhibitory control). 

This summer, the Chartwell Teaching Institute is offering two courses on EF, one for those who work with elementary students and one for middle and high school students. This is open for anyone who works or has school-aged children and would like to learn more about EF and how to best support the development of these important skills. Register for both workshops using the link below. Use code thanksteachers for 30% off your workshop registration until Sunday, May 12. 

Executive Functioning: Strategies for the Classroom - Middle and High School Divisions

Executive Functioning: Strategies for the Classroom - Elementary Division

Written by Billy Swift, M.Ed., MFA, director of student support at Chartwell School and co-director of Chartwell Teaching Institute.

Billy Swift has been at Chartwell since 2013, has worked in special education since 2008, is the director of student support at Chartwell School, and associate director of Chartwell Teaching Institute. In his role, Billy oversees the SEAD curriculum, PBIS, related services, response to behavior, interventions, and restorative practices, and is a resource for students, families, and faculty. His roles in education have included working as a reading specialist, expressive language teacher, and advocate for students with learning and attention differences. He is versed in various Orton-Gillingham-based approaches including Wilson, PAF, and Lindamood-Bell. Billy has done many workshops or presentations on various topics such as Dyslexia, ADHD, Social-Emotional Development, Executive Functioning, Classroom Management, and Neurodiversity. He has presented for or been a guest speaker for the International Dyslexia Association, AIM Youth Mental Health, and EdRev, to name a few. Billy holds an MFA from Lesley University and a Master of Science in Education from Simmons College.