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Step 4: Evaluate Your Goal

Step 5: Find the Habits to Achieve Your Goal

Step 6: Assess Time Needed for Specific Habits

Step 7: Calendar Your New Habits

7a. Schedule Large Habits

7b. Aggregate Smaller Key Habits

Step 8: Set Up Visual Cues and Trigger Environments

Step 9: Enlist a Support Group

Step 10: Adapt and Reset

Count the Cost and Resolve to Change

Recommended Reading Problogger (19) by Darren Rouse and Chris Garrett The War of Art (20) by Stephen Pressfield Manage Your Day-to-Day (21) by Jocelyn Glei Platform (22) by Michael Hyatt Teach Like a Pirate (23) by Dave Burgess Fred Jones Tools for Teaching (24) by Fred Jones The Power of Habit (25) by Charles Duhigg

Norms

sign a group contract

creating a classroom contract

roles must be both meaningful and interdependent.

ummarizer, questioner, and clarifier

randomizing teams

public sharing

Rich tasks: Making sure that a project is challenging and compelling is critical. A rich task is a problem that has multiple pathways to the solution and that one person would have difficulty solving on their own.

be mindful that introverted students often simply need time to recharge.

if you want to grade group work, he recommends making all academic assessments within group work individual assessments.

Consider the mix of your testing formats: Combine traditional testing formats—multiple choice, short answer, and essay questions—with creative, open-ended assessments that can elicit different strengths and interests.

Tests aren’t just tools to evaluate learning; they can also alter a student’s understanding of a topic.

Instead of a single high-stakes test, consider breaking it into smaller low-stakes tests that you can spread throughout the school year.

When students take high-stakes tests, their cortisol levels—a biological marker for stress—rise dramatically, impeding their ability to concentrate and artificially lowering test scores

Time limits are unavoidable, but you can mitigate their pernicious effects on anxiety levels. “Evidence strongly suggests that timed tests cause the early onset of math anxiety for students across the achievement range,”

ask students to write their own test questions. 

Beyond test design, there’s the important question of what happens after a test. All too often, students receive a test, glance at the grade, and move on. But that deprives them, and the teacher, of a valuable opportunity to address misconceptions and gaps in knowledge. Don’t think of tests as an endpoint to learning. Follow up with feedback, and consider strategies like “exam wrappers”— short metacognitive writing activities that ask students to review their performance on the test and think about ways they could improve in future testing scenarios.

And, as an added benefit, with technology tools and a project-learning approach, students are more likely to stay engaged and on task, reducing behavioral problems in the classroom.

Technology also changes the way teachers teach, offering educators effective ways to reach different types of learners and assess student understanding through multiple means. It also enhances the relationship between teacher and student. When technology is effectively integrated into subject areas, teachers grow into roles of adviser, content expert, and coach. Technology helps make teaching and learning more meaningful and fun.

Behavior therapy is recommended as the first-line treatment for preschoolers.

the guidelines describe behavior management for preschoolers with ADHD as parent training in behavior management.

teacher training in behavior management for high school students with ADHD.

An updated process of care algorithm includes additional assessment tools with rating scales for anxiety, depression, substance abuse and trauma.

The guidelines and algorithm continue to emphasize the importance of considering ADHD as a chronic illness for which there are effective symptomatic treatments but no cure. Some individuals, however, attain the ability to compensate adequately as they mature.

the applicable age for diagnosis and treatment, which had been from 6-12 years of age, was broadened to include preschoolers (4- to 6-year-olds) and adolescents up to age 18 years.