Have you ever had a student spend 45 minutes avoiding an assignment that would have taken them five minutes to finish? They argue about why they shouldn’t have to do it, negotiate over how much they need to complete, ask to go to the bathroom, or decide they need a drink before they can get started. Meanwhile, you’re looking at the assignment thinking: If you would just DO IT, this would have been over half an hour ago. I had a student who did this exact thing during study hall. Writing assignments could turn into an entire period of avoidance. He would find every possible way to delay getting started, and when we did get him to write, an adult often had to sit beside him and prompt him through the process. From our perspective, his choices didn’t make sense. He was spending far more time and energy avoiding the assignment than it would have taken to complete it. We see the arguing, negotiating, shutting down, or escaping and call it defiance, work refusal, lack of motivation, or “demand avoidance.” Those labels describe the behavior we can see. They don’t explain why avoiding five minutes of discomfort feels preferable to spending five minutes getting it done. And that’s the question we need to answer before we decide how to intervene. If we misunderstand what’s driving the avoidance, we can choose interventions that feel good in the moment but reinforce the pattern we’re trying to change. That’s why students described as having pathological demand avoidance and work refusal at school can get worse when we continually lower expectations. Here’s why reducing demands may reinforce avoidance, and what students may need instead. When a student argues, negotiates, asks to leave, or refuses a difficult task, reducing the demand can feel like the supportive thing to do. But temporary relief doesn’t necessarily help that student build the skills needed to handle challenge independently. In episode 270 of De Facto Leaders, I explain why demand avoidance and work refusal can be signs that a student needs more support with executive functioning, not simply fewer expectations. You’ll see how planning, predicting, estimating time, visualizing an end goal, and talking yourself through discomfort all contribute to a student’s ability to persist with challenging work. We’ll also look at how excessive prompting and repeatedly removing difficult tasks can unintentionally make a student more dependent on adults, and what we need to build instead. In this episode, I mentioned the Task Execution and Planning Protocol that helps clinicians and educators support students who present with demand avoidance and require constant prompting during functional or academic tasks. You can learn more about the Task Execution and Planning Protocol here: https://drkarendudekbrannan.com/taskexecution I also mentioned my free training, “How to Be Evidence-Based and Neurodiversity-Affirming By Support Executive Functioning”. You can register for that training here: https://drkarendudekbrannan.com/efleadership To learn more about my YouTube channel called “Dr. Karen Executive Functioning Systems”, where you can learn how to build scalable executive functioning strategies you can use in your therapy sessions and classrooms. You can subscribe to the channel here: https://www.youtube.com/@drkaren-efsystems

Summary What are executive functions, and how can teachers support them without adding another program to the school day? Mitch Weathers returns to Better Teaching to discuss the cognitive skills behind organization, task initiation, self-regulation, planning, and follow-through. Mitch explains why clarity, modeling, predictable routines, and a well-designed classroom environment protect students' cognitive capacity. He also makes the case for analog tools in a digital world and shares how the Organized Binder approach helps students—and teachers—build practical organizational habits. Chapters 0:00 — Welcome and meeting Mitch Weathers 2:15 — What executive functions are and why they matter in classrooms 8:30 — Core executive functions: working memory, inhibition, and flexibility 15:30 — Higher-order executive functions and age-appropriate expectations 24:00 — Clarity, modeling, and predictable classroom routines 33:00 — The Organized Binder approach and building student independence 42:00 — Analog tools, technology, and protecting students' cognitive work 50:00 — Connecting executive-function supports with effective lesson structure 53:20 — Closing thoughts and practical next steps Show Notes Mitch Weathers is the author of Executive Functions for Every Classroom and co-author of Executive Functions for Every K–3 Classroom. Connect with Mitch on LinkedIn, Facebook, and Instagram. Mitch and Gene discuss the Organized Binder approach, which supports organization, task initiation, self-regulation, and follow-through. The conversation explores how teachers can make expectations clear, model routines, reduce unnecessary cognitive load, and create predictable environments that help students develop executive-function skills. Mitch explains why analog tools can complement technology by giving students opportunities to practice the skills they will need in other settings. Better Teaching: Only Stuff That Works is hosted by Gene Tavernetti. Find more about Gene's work at tesscg.com.

Show Notes: Meet Your New Hosts of The Authority A new chapter of The Authority begins as Lindsey Cannon and Natasha Nurse step into their roles as co-hosts. Building on the foundation established by Ross Romano, Lindsey and Tasha share their vision for the show, their perspectives on education, and their commitment to helping school leaders move beyond inspiring ideas to meaningful action. Together, they explore what needs to change in education, why schools must create more meaningful experiences for students, and how leaders can rethink the systems and routines that shape everyday practice. From challenging traditional approaches to leadership to reducing the demands placed on educators, their conversation introduces the questions and perspectives listeners can expect in future episodes. Rather than simply highlighting what authors and experts have to say, Lindsey and Tasha want The Authority to become a bridge between research and reality. Their goal is to ask better questions, explore the challenges educators actually face, and help leaders identify practical ways to move important ideas forward. In this episode, we discuss: What listeners can expect from the next chapter of The Authority and the perspectives Lindsey and Tasha bring to the conversation Why inspiring ideas are not enough unless leaders can translate them into meaningful changes in schools and classrooms How schools can rethink meetings and routines to create more time for reflection, collaboration, and meaningful work Why education needs bold thinkers who are willing to challenge assumptions, take risks, and imagine what schools could become Whether schools are truly encouraging the curiosity, inquiry, and innovation they claim to value Why students need to see the purpose and value in the work they are asked to do every day The difference between processes and systems, and how stronger systems can reduce the workload placed on individual educators Why leaders should focus on doing their most important work exceptionally well rather than trying to do everything How thoughtful questions can help authors and experts move beyond big ideas to practical strategies educators can use immediately Why leadership requires creating opportunities for teachers to take ownership, experiment, and try new approaches How companion episodes will provide space to unpack ideas, consider real school constraints, and identify practical next steps Why innovation requires asking good questions, trying new approaches, and using evidence to determine what works How Lindsey and Tasha's different perspectives can challenge assumptions and create richer conversations about education Why keeping students at the center of every leadership decision is essential to meaningful school improvement This introductory conversation sets the direction for the next chapter of The Authority. Through interviews with authors and experts, followed by thoughtful companion conversations, Lindsey and Tasha hope to give school leaders more than inspiration. They want listeners to walk away with new questions, fresh perspectives, and practical ideas they can begin applying in their own schools. About this episode The Authority enters a new chapter with co-hosts Lindsey Cannon and Natasha Nurse, two experienced educators who share a commitment to improving schools while bringing distinct perspectives to the challenges of educational leadership. Lindsey brings a systems-thinking approach, focusing on simplifying complex challenges, reducing educator workload, and helping leaders turn ambitious ideas into manageable actions. Tasha brings a passion for inquiry, innovation, and challenging traditional assumptions about what schools should look like and how students should experience learning. Together, they aim to create a space for honest conversations about what is working, what needs to change, and what leaders can do next. With author interviews and companion episodes that examine ideas through the lens of everyday school realities, The Authority is grounded in a simple belief: When research meets reality, ideas can become actions.

How can principals effectively partner with instructional coaches to improve teaching and learning? And what happens when your school doesn't have an instructional coach? In this episode of The Principal's Handbook, Barb Flowers sits down with Chrissy Beltran, also known as Buzzing with Miss B, to discuss how principals can build strong coaching partnerships, create a culture of professional learning, and turn instructional goals into meaningful classroom change. Together, they explore the importance of defining the instructional coach's role, building trust with teachers, and creating alignment around school wide instructional priorities. Connect with Chrissy: Website: https://buzzingwithmissb.com Book: https://buzzingwithmissb.com/toolbox Podcast: Instructional Coaching with Miss B

Summary Kate DiCamillo and Kelly Yang are two of the most beloved and influential voices in children's literature. In this episode of Reading Inspires, they talk about the stories, characters, and experiences that help young readers discover friendship, hope, belonging, resilience, and the confidence to find their own voices. Kate DiCamillo is a two-time Newbery Medal winner and the author of Because of Winn-Dixie, The Tale of Despereaux, The Miraculous Journey of Edward Tulane, and Flora & Ulysses. Kelly Yang is the #1 New York Times bestselling author of the Front Desk series, New from Here, Finally Seen, Finally Heard, and Parachutes. Together, they reflect on the power of children's books to help readers see themselves, understand other people, and recognize what stories can make possible. Show Notes Kate DiCamillo: https://www.katedicamillo.com/ Kate DiCamillo's The Miraculous Journey of Edward Tulane Deluxe Collector's Edition: https://www.penguinrandomhouse.com/books/824943/the-miraculous-journey-of-edward-tulane-deluxe-collectors-edition-by-kate-dicamillo-illustrated-by-bagram-ibatoulline/ Kelly Yang: https://www.kellyyang.com/ StoryKind: https://storykind.org/ Kelly Yang's Front Desk: The Graphic Novel: https://www.amazon.com/dp/1338856448 Reading Inspires is a podcast from Reading Is Fundamental about the people and ideas helping children discover the joy and power of reading.