School Organization, Part 2
Week by week
I also suggest using a weekly calendar to help children learn the days of the week as well as the concepts of yesterday, tomorrow, and so on. The weekly format works best because children tend to live in the present. A monthly calendar is equivalent to informational overload, but a week's view is easier to grasp and can still be used to teach larger concepts.
Fill in the dates on the calendar at the beginning of each week. At the top write the month in name and its number (October = 10th month). Next to each day, write the numerical month and day (Monday, 10/24). You want your child to make associations quickly and not have to count 10 months from January on his fingers.
The calendar offers a multisensory learning opportunity: It is a visual record of activities, it works kinesthetically as you and your child write down and cross off activities, and it prompts auditory reinforcement as you talk about the day's events. One person should write everyone's (parents' and children's) schedule each week — appointments, dinners, soccer practice, and so on. At the end of each day, have your child cross off completed activities as you say, "Today is over." Then discuss the next day's activities as you emphasize, "This is what we'll do tomorrow, Friday."
By the end of first grade, your child should know the names and sequence of the days of the week. He should also know what days come before and after any day you name. As your child grows, the calendar will help him develop other skills, like accountability. He can see when you will or will not be available to help with a project, and can plan accordingly and assume responsibility for himself.
Watch the clock
In addition to calendar time, children must understand clock time. Digital clocks present time as a static present-tense thing, greatly affecting kids' ability to conceive of and gauge time. Analog clocks show that time moves — and let a child know where she stands in relation to the rest of the hour or the rest of the day. We need to reintroduce analog clocks so children can "see" time and learn to place events in context.
Practice telling time with your child at home. Ask her for a different way to say 6:45 (a quarter to seven). Point out that the clock numbers 12 to 6 relate to after the hour, while 6 to 12 relate to before. Reinforce ideas like this over and over so your child can gain ownership of clock time.
Plan by the book
Another essential time-management tool is a plan book. Just like adults, children need a place to keep track of deadlines, appointments, and other information. A planner will help your child manage all she has to remember — assignments, team practice, birthday parties — and also enter her class schedule, a friend's number to call for homework clarification, and a detailed description of homework and due dates. The most effective book will have the same format as the teacher's planner. Help your child go over her planner regularly. With guidance, she can learn to write down all homework deadlines and avoid last-minute cramming and unpleasant surprises.
Time for assignments
Schools assume that by fourth grade a child's understanding of time and sequencing has translated into the ability to manage a daily schedule and homework. Yet it's not realistic to expect a child with ADHD to go to her room, sit at her desk, and do all of her homework. So help her practice prioritizing. Figure out together how many assignments she has tonight, which are due tomorrow, and which of those is most challenging. Encourage her to start the most difficult homework first, when she's fresh and energetic. Consistent use of the planner will help your child learn how to prioritize and manage assignments.
