Around the Corner Tutoring: Ex Function

Managing time

Use time management techniques such as the use of checklists, prioritized “To Do” lists, and prioritizing assignments.
Estimate how long a task will take and then check on the accuracy of your estimate.
Plan for more time to do a project that you think you will need.
Break long assignments into chunks with time frames for completing each chunk.
Establish intermediate deadlines for big projects with your teacher and show her the project at these deadlines.
Use a word processor and time management software such as the Franklin Day Planner, Palm Pilot, Lotus Organizer.
Write the due date on the top of each assignment in a brightly colored marker.

Managing space

Ask the student to identify ways he would like to organize himself.
Have separate work areas with complete sets of supplies for different activities.
Schedule a weekly time to clean out your desk and book bag (in school).

Managing materials

Leave a large supply of pencils/pens in the class-room with the teacher.
(For younger students) Have one notebook in which all assignments are recorded. Ask your teacher to check the assignments at the end of each day to insure that the assignments are recorded properly and that the necessary materials to complete the assignments are packed in your book bag. Also ask her to make sure the due date for each assignment is written at the top of each page.
(For older students) Use a three-ring binder with organized sections enclosed by a zipper. Headings could include “Assignments Due/Date,” “To Do Tonight,” “Ongoing Work.” Use dividers in the notebook that are color-coded (e.g., Red for assignments that must be done right away, yellow for those due at the end of the week, etc.).
Color code materials. Cover the textbook for one course in the same color as the notebook for that course. Use the same color coding to prioritize assignments.
Establish a daily routine for school organization and include a written version of it in the notebook (e.g., turn in homework at the beginning of classes, get out paper/text/pen and check blackboard for assignment, prepare to leave class three minutes before it ends—pack books, papers, etc., turn in assignment book for checking and initialing at the end of each day, etc.). Use this same approach at home (e.g., do homework at a certain time, have parent initial homework, clean out book bag, check for necessary supplies for school).
Obtain two copies of each textbook. Mark one “To be left in school” and the other “To be left at home.”

Managing work

Use a checklist to guide you through an independent assignment. Include items such as: get out pencil and paper, put name on paper, put due date on paper, read directions, ask teacher to further explain if needed, do work, put work away in note-book in appropriate section (e.g., to do tonight, to do this week), write assignment on assignment sheet, get teacher to sign, take home and complete work.
Finally, have the student identify which strategies she would like to try using and get started. Consider meeting with the student after a week to evaluate her use of the strategies. Be sure to praise the student’s progress rather than focusing on areas of continued disorganization. In addition, suggest that student’s family be included so that they can help him or her continue the strategies at home.

As the educator you can support the student (and others) by making some changes in the classroom. Some suggestions (Stokes, 2001, pg. 6) you can implement include:

Maintaining a highly structured classroom.
Using a written (visual) schedule to keep the student focused and “on task” so that he or she can complete tasks as independently as possible.
Giving written directions whenever possible (dry erase boards, index cards, etc.) rather than auditory prompting.
Giving fewer problems/questions on worksheets and/or creating boxes next to each question so the student can check it off as it is answered.
Making the classroom as distraction free as possible (away from windows, doors or favorite activity areas).
Keeping assignment folders in specific and consistent places.
Using a visual calendar for both school and home to help the student anticipate events.
Using a visual timer to help the student understand time constraints.

By: Tracy Landon and Linda Oggel (2002)

"Education is the kindling of a flame" -Socrates

Ms. Pendery believes that all students can learn and reach their academic potential given the appropriate methodology and ample opportunities for practice. While working with children, Ms. Pendery creates a positive, lively, and individually focused learning experience that helps students overcome the obstacles that have stood in their way. As students’ skills develop, they achieve success in all subjects and gain in self-confidence. Learning becomes an enjoyable, satisfying experience, and an end in itself.

The Facts

Scientific investigations have established the following facts:

Learning to read is not a natural process. Most children must be taught to read through a structured and protracted process in which they are made aware of sounds and the symbols that represent them, and then learn to apply these skills automatically and attend to meaning.
Our alphabetic writing system is not learned simply from exposure to print. Phonological awareness is primarily responsible for the ability to sound words out. The ability to use phonics and to sound words out, in turn, is primarily responsible for the development of context-free word-recognition ability, which in turn is primarily responsible for the development of the ability to read and comprehend connected text.
Spoken language and written language are very different; mastery of each requires unique skills.
The most important skill in early reading is the ability to read single words completely, accurately, and fluently.
Context is not the primary factor in word recognition.

see full article

According to the NICHD:

Dyslexia is one of several distinct learning disabilities. It is a specific language-based disorder of constitutional origin characterized by difficulty in single word decoding, usually reflecting insufficient phonological processing. The difficulties in single word decoding are often unexpected in relation to age and other cognitive abilities; they are not the result of generalized developmental disability or sensory impairment. Dyslexia is manifested by variable difficulty with different forms of language, often including, in addition to problems in reading, a conspicuous problem with acquiring proficiency in writing and spelling.

Around the Corner Tutoring

For inquiries contact us at:

About Us

Ex Function

Managing time

Managing space

Managing materials

Managing work

Blog Archive