Teddy Roosevelt once said, “Do what you can, with what you have, where you are.” This simple yet powerful advice has always resonated deeply with me, and it has become a guiding principle in my life and work at The Lang School as I adapt my approach moment by moment and draw on varied strategies to make the most of my energy, focus, and resources.
As Director of Finance & Operations, I think about what this “diversification” means in my daily approach to tasks and how this concept plays a major role in helping Lang students develop their own “toolbox” of strategies for learning and wellbeing that fit their unique needs.
When you think of “diversity” or “diversification,” what comes to mind? You might think of racial diversity within our community, or diversifying investments to manage risk. For me, diversification goes beyond those ideas. It’s about diversifying how I think, spend my time, and structure my day so I’m constantly feeding my brain with fresh perspectives and ideas. This way of working boosts my energy, motivation, and focus.
Take reading, for instance. If I sit down with a book, I may read for hours if I’m engaged, but often my mind starts to wander to the next eight things I could be doing. Rather than forcing myself to keep going, I’ve learned to take short breaks to stretch or switch tasks momentarily, giving my brain a chance to refresh. This tasking-switching—moving from one small step to another—keeps my energy up and brings a sense of accomplishment with each bit of progress. In writing this blog post, for example, I started a month ago, wrote all I could, then “put down my pen” until my focus naturally returned to complete it on time.
This approach has parallels in how Lang supports the development of executive functioning skills in our twice-exceptional learners. Just as I take a flexible, non-linear approach to getting things done, Lang encourages students to embrace their own rhythms and needs when managing time, tackling tasks, and staying organized. At Lang, students are not expected to approach challenges in a strictly linear way, but instead are guided to assemble a personalized set of strategies that work for them—strategies that range from breaking tasks down into manageable steps to using sensory tools or adapting their environment for focus.
This idea of working with “what you have, where you are” is foundational to the executive functioning support at Lang. As students build these skills, they explore goal-setting, organization, and methods for managing focus, learning to move between tasks in ways that keep them motivated and engaged. Just as I get satisfaction from taking small steps and finding natural breaks in my work, Lang students are encouraged to diversify their approaches and experiment with methods that fit their individual needs and strengths.
Ultimately, this focus on flexible problem-solving and self-awareness equips Lang students with a set of tools they’ll carry with them well beyond the classroom. Whether they’re in the middle of a project, preparing for a test, or just finding their stride in a busy day, they’re learning to “do what they can, with what they have, where they are.” And for me, it’s inspiring to see how this shared journey of growth, for both staff and students, brings out the best in all of us at Lang.
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