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Strategies for Properly Teaching Organizational Skills via the School Agenda Book By Rebecca S. Blakeman, PhD
Licensed Psychologist
Many schools begin to introduce organizational
strategies for young students by giving them “Agenda Books” in which they can record their assignments.
While some children will naturally seem to understand the purpose and structure of an Agenda Book, many children, especially
those with ADHD or learning disabilities, may simply lack the skills to independently use this organizational tool.
I often hear parents and teachers say that they expect children to be able to use the Agenda Book properly simply because
of their age (e.g., “At his age, I shouldn’t have to tell him how to use the book”). This
is all too unfortunate, as it is imperative that children be explicitly taught how to use this type of organizational
tool. The skills necessary for using the Agenda Book will benefit children for the remainder of their educational
years, as well as their future careers and management of daily activities as adults. Some key strategies
for teaching organizational strategies using the Agenda Book are as follows: - Model. Teachers should
write the necessary information (e.g., homework, test dates, etc.) in the book for the child, while verbally explaining what
is being recorded, how it is being recorded, and why it is being recorded. It is important to point out
that “Math” homework is written in the same space every day, and that test dates are recorded in a different color
so that they “stand out” on the page.
- Supervise. When a child is ready to begin recording their own information
in the Agenda Book, it is critical that teachers supervise this process. It should be checked daily, in
every class, to ensure that the student has recorded the assignment accurately, and that it is written neatly enough for parents
to read it. If the child has dysgraphia, or extremely messy handwriting, it is important for teachers to
write the assignments in the book for the child. It may also be necessary to help children recognize what
materials they need to take home, and how to “double check” that they have everything they will need.
- Review.
It is important for parents to review the Agenda Book each evening with their child. This process
should include a review of that evening’s homework, as well as future test dates and large projects. Parents
should help the child plan for tests and large projects by writing study time, or project time, into the Agenda Book.
- Remind.
It is critical that teachers remind students who have organizational difficulties to turn in homework.
Teachers should also remind them what to write in their agenda book, where to find the information (e.g., in the upper
right hand corner of the chalk board), and where to write it in the Agenda Book. All reminders should be
followed by supervision, so that appropriate feedback can be provided.
As children begin to demonstrate
an understanding of the steps to successfully using an Agenda Book, teachers can begin to “step back” and let
the child become more independent with using the Agenda Book. Supervision should continue until the child
has demonstrated mastery of the skills required for successfully using the Agenda Book.
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