Executive Function Strategies Blog

Rachel Kalinsky

Rachel Kalinsky is a Senior Level Executive Function Coach, Outreach Coordinator and Supervisor with Beyond BookSmart. With over fourteen years of experience as a school psychologist, Rachel has worked with students of all ages with significant social, emotional, behavioral and/or learning disorders. Rachel worked as an Evaluation Team Leader for several years as well. Rachel is also a very active member of the Board of Directors for the Massachusetts School Psychologist Association and attends local and national conferences several times a year. Rachel graduated from University of Albany, SUNY with a Bachelors degree in Psychology and Education. She went on to complete her graduate work at University of Massachusetts Boston where she earned a Masters degree and a CAGS in School Psychology. Rachel believes that every student is unique and can be successful when he or she understands his or her strengths and individual learning style.

Recent Posts by Rachel Kalinsky:

A Vicious Cycle Feeds Lack of Motivation in Children

Have you ever seen kids give up and lose their interest in school? Is it laziness, lack of motivation, or is there more to the story? These children might be adept in many areas outside of school, but they have checked out of academics despite their potential to be successful students.



An Academic Coach is Always Learning

I was recently matched with a student, but my excitement about getting started with a new client was tempered with a bit of confusion and, frankly, frustration. There were multiple delays as I tried to schedule our first coaching session; either I received messages cancelling at the last minute or my emails and voicemails languished unanswered for days.



Executive Function Coaching Benefits Families: A Success Story

I love being an Executive Function coach and find it extremely rewarding.  One of my favorite aspects of coaching is working with students of all ages whose needs vary greatly. I particularly enjoy the challenge of working with resistant students who may not yet see the benefit of academic coaching. At times, I have students who may refuse to work with me during a specific session or will not agree they have an issue.  That’s okay, I don’t take it personally. It can be difficult for students to gain insight into their behavior or to accept help.  The greatest satisfaction I get is watching my students progress, develop more self confidence, and make positive changes through Executive Function coaching.