Yeah, so tell us a bit, one at a time maybe, why do we have to decrease interference? What's that about?

Yeah, so we try to structure in the book the two main goals to support our students developing executive functions.

The two being we want to decrease interference.

So interference being anything that is using up your students' cognitive bandwidth that is not related to the learning.

So it could be things that are visually enticing that are pulling your students away from instruction.

So it's really challenging their ability to inhibit.

It could be things like a lack of classroom routines, which creates ambiguity.

Yes.

Perhaps that word might be used.

I think the majority of primary teachers are not going to think that if they've been teaching for long enough and seen how well things go when it's a free for all.

But I would say that we are protecting your learning.

We are protecting your capacity to learn.

I'm making learning more accessible for you because I'm making the classroom more efficient and because I'm not wasting your cognitive bandwidth on things like, you know, I'm going to give you all 10 directions at once.

So I need you to hang on to those.

And you're so busy trying to remember the directions that You've lost the content.

Yeah.

Okay.

No. [laughs] It, it becomes a catchall, and I see this as a teacher.

It becomes a catchall for anything that has to do with, um, you know, functioning as a student, for anything that has to do with academic progress or unexpected behaviors, and you know, it's a term that's thrown around.

And even when I look at professionals who say that, you know, that's their business, they are not speaking scientifically about executive functions.

Um, and I think they get away with it because it is, you know, accepted as this gray area in education.

And we are a very practice-based field, but I think where we get into trouble is when we drift too far away from the science, or we start talking about things without understanding the science.

We're making a lot of assumptions, and then we're sharing some inaccurate information.

But we have to make sure that that's really clear, that there's no ambiguity so that they can support them at home.