Why the Time to Focus on Executive Function Skills is Now, with Founder of Executive Function Specialists, Sean McCormick: Podcast Transcript

Ludo Millar
Hello, and welcome to the Qualified Tutor Podcast, the podcast that brings you the latest in the world of tutoring EdTech and education and hopefully inspires in us a big change that each and every one of us is capable of.

Qualified Tutor is an industry-leading tutor training organisation and an online tutoring community for 1000s of tutors around the world. This podcast is the voice of this community, where we aim to hear from tutors, teachers, entrepreneurs, coaches, business experts, students, tutor printers, and more from the world of tutoring about what inspires them every day, how they can help tutors like you and what they’ve learned about tutoring along the way.

The question is, what will you learn today?


Ludo Millar 1:35
Hello, and welcome to this episode of the Qualified Tutor Podcast. For those of you who’ve been following us since our very first episodes back in March 2020, this is our 112th episode. For those of you who have just joined us, you’re 112 episodes deep into the conversation, or at least you’ve got 112 episodes to go back and look through. [LAUGHS] My name is Ludo Millar. I’m the host of this podcast. And a huge welcome today to our guest and fellow podcast host, Sean McCormick. Welcome, Sean, to the Qualified Tutor Podcast.

Sean McCormick 3:01
Thank you Ludo. So, so happy to be here. I appreciate it.

Ludo Millar 3:05
It’s great having fellow podcast hosts on, you know, it makes me feel at ease at least with knowing that podcasting is something that comes very, very easily to you. Last week, we chatted to a tutor called Henry Dingle about his style of mindset coaching and mentorship here in the UK. And this week, we get the chance to hear from a US-based, California-based expert on growth mindset and relationship development in students. So without, you know, wanting to massage your ego, Sean, too much, here’s a brief introduction to Sean so that you listeners can get a little sense of who Sean is.

Sean is the Founder of Executive Function Specialists, a friendly, trusted, highly qualified team of educators and educational therapy specialists who give students and families the care and confidence they need to improve their family dynamic and therefore, their learning too. But don’t forget, I mentioned that Sean was also the Founder of this wonderful organisation, which means he knows a thing or two about business as well. The link to his own very successful podcast, Earn More Tutoring, can be found here. It’s your next step after this if you want to learn more about how to earn more money by tutoring. So that’s a little bit about Sean. We’re very glad to have Sean here. He interviewed Qualified Tutor Founder, Julia Silver, just a few weeks back on his own podcast so you can go and catch that as well afterwards (here). But Sean, I gather through much rummaging and searching that you were able to locate a little bit of feedback from your school days, your childhood days, is that right?

Sean McCormick 4:47
That is correct Ludo. I had to go- I like the word rummaging because that’s the exact description of what happened. But I paused Batman, the new Batman last night and went through this box to find this old document, I’ve been cleaning out my files recently trying to get rid of all I had my mom saved in, bless her heart saved, like four boxes of paperwork; basically everything I ever completed for school. And I was like, Okay, I can’t drag this around forever. But I went through all of it and did find a few gems in there. And so this is the one that I found that I thought might be interesting to the audience. So when I was a sixth grader at Hall and I- the date’s on here was November 21st 2000. So that was about 22 years ago, which blows my mind. I wrote this essay on how to be successful at Hall, which was the name of my middle school, or my grammar school. And so here’s just a few sentences from it. I wrote here, ‘You will feel better about yourself if you are organised. You want to be organised, because if your locker is covered with papers and is messy, you will be late to your classes. If you’re late to classes, often the teacher will think you are not a very organised and serious student. Being organised also means writing down your homework every day and checking the reminder before you leave school. If you often forget your homework, the teacher will not like you very much and think you are a student that needs help. So that was my mind state in the sixth grade, I go on to brownnose a little bit, I guess. I chastise future students on how much they should listen to the teachers and follow their directions and write everything down. But I think it captures the kind of I guess you could say ethos of my work these days, which is, you know, learning how to organise and manage yourself in school is the greatest predictor of success. And it’s something that’s been validated by my research and by also the kind of larger scholarly community that that self organisation is the key principle to academic, and, you know, vocational career success that you need to be able to organise yourself. So, I wanted to share that with the audience.

Ludo Millar 7:01
I’m so glad that you shared that particular piece. I think that’s a really, it’s the first time we’ve had someone read out an excerpt of an essay, so congratulations on being the first one there. Previously it’s just been kind of a teacher feedback. So I think it’s a great way to get to know you, as a person, you as a guest, I’m glad that I managed to locate this as a segment for opening the episodes, because they’ve really revealed some amazing things about our guests. And I think that reveals a lot about you, you know, it reveals a lot about how you thought as a school kid, and that way, you are now leading an education organisation supporting, advocating for teachers, making sure that kids are as respectful to teachers, as you hoped they would be back then.

Sean McCormick 7:55
So true. Yeah, well, actually, you know, it’s funny because, basically, what I put in that essay is exactly what I tried to help students do. I think that, you know, you do want your teachers to like you, or at least respect to you, right? The teachers are the ones who open the doors for students, right? If your teacher is not helping you, you can have the best grades in the world. And you can do everything perfectly in your mind, right. But if you don’t build a relationship with your teacher, and they don’t maybe write you a letter of recommendation, or kind of say, ‘Hey, you’re so good at this, why don’t you take this class next year?’ or whatever, that the relationships are so important, and I think that gets lost a lot of time and for academics, kids think, if I just get perfect grades and this and that, then everything will be fine. But then you reach the end of schooling and you haven’t built a series of relationships that you can leverage to leapfrog into your next journey.

So that’s something that I think I desired. And I’ve been developing but, you know, it’s also something that we try to help students develop right is like, you need to leverage your relationships, your relationships are the key to your future.

Ludo Millar 9:03
Great line, Sean, really, really powerful line, I’d love to know ask as well. So we often talk about our why. And it’s clear through even the tiniest bit of research around Executive Function Specialists, your business, that your mission is at the core of what you and your team does. But I’d like to know about more about you, Sean, what is your why? What drives you?

Sean McCormick 9:32
That’s a great question. It’s something I’m constantly trying to understand fully myself. You know, I think with my business, with Executive Function Specialists, as we discussed, the focus is on helping middle high school and college students develop better executive function skills so they can lead happier, [more] productive lives. And that’s based on the research that shows that kids with better organisational skills are more productive, have better life outcomes have better career success, marital success, all types of of things.

But my personal why I think is, you know, I guess it’s kind of trying to find my light, you know, and what drives me forward so I can share that with other people. And I think with executive function, this work around helping students, I found a big piece of my life, you know, I was like, Oh, this really helps kids, like, I’m helping kids, I’m serving them, they’re getting better grades, they’re feeling better about school. And so that is a big, big why, but I think my personal why is service, right? It’s part of why my podcast is called Earn More Tutoring, because I wanted to figure out, like, how can I build a career for myself? And not have to depend on a school district, and their decisions around what’s best for students every time I want to help someone, right? But I think when it comes down to it, it’s like, how can I best serve the world and my family and myself, in a sense, what gives me the most joy? Because if you’re finding out what gives you the most joy and impacts the world, most effectively, then you’re doing the best for everybody, right? If you turn your light on, you’re turning other people’s light on. So I think that’s my why is kind of the endless and eternal search to discover how I can be most impactful and positive in this world with my short, short time.

Ludo Millar 11:21
And it’s a continuous journey, isn’t it, every day? You’re adding to that, it’s not a kind of static objective.

Sean McCormick 11:30
Yeah, it evolves. So I mean, I think the first development, and I mean, it’s been developing, you know, it was here in sixth grade, right? I was like trying to help myself and other kids organise. But as you tap into your natural gift, you know, and one of my podcast guests, he described it as Ikigai, it’s a Japanese concept, where it’s like, what am I good at? What does the world need? What will people pay for? And what do I enjoy doing? That intersection of where, you’re, I guess, offering falls in the middle of all that. And when you’re kind of approaching what you do on a daily basis, and trying to hit on all those things to some degree, then you just naturally, I mean, we talked about this a bit, you attract people, because you’re tuning into what you like, and what you feel competent and skilled at, and you’re attracting people. And I mean, I think Qualified Tutor is a major inspiration for me what you guys do, because you’re, you know, the Love Tutoring Festival, like there’s love at the core of it, right, you’re trying to attract. And clearly it is already doing that, you’re attracting people who love tutoring and want to figure out how to make it their full-time gig. I bet a lot of them are part-time teachers, but they really want to focus on maybe one way of teaching something or one specific thing.

So it evolves, right, you know, it started with just my business, you know, just teaching students and then I began to hire other people who wanted to do that and became this beautiful business, Executive Function Specialists. And then from there, I created the course, Become an Online Executive Function Specialist, so other people in the world could develop those skills and impact students. And it’s always evolving. I don’t know where I’ll be in five years or even a year, you know, as far as professionally. So I think that’s the beauty of it, that it’s never static, like you said.

Ludo Millar 13:21
So, you mentioned something there about, if your light is turned on, then you’re turning on the lights of others around you, you’re sparking that learning. Is this partly why, do you think then, that you’ve focused on coaching teens and parents too? Why the focus on parents as well?

Sean McCormick 13:42
Yeah, well, I think it starts with the parents in the sense that parents come to you, right. Kids aren’t, typically, unless they’re very precocious, they’re not typically searching for an executive function coach. Their parents are searching for it. So it starts with the parents. And parents know a lot, right? The parents know their kids better than anyone. So they’re like, look, I can clearly see that my kid’s missing assignments, or they’re struggling to email their teachers, or, you know, we’re fighting over homework every night. You know, I see this issue, I’m not able to solve it by myself, I need help, right? And so naturally, if you start to research, like how do you deal with those particular issues I just described, ‘executive function support’ is going to come up and it might be described as study skills, or organisational coaching or something else. But the term I found most commonly used in the education industry is ‘executive function support’.

So parents first need to actually just understand what executive function support is, and it’s helping kids develop those competencies in areas like task initiation, proactive communication, prioritisation, you know, not spending all day on YouTube or playing video games when you have a big assignment coming up or avoiding things. It’s things we all deal with in our life, but kids have it hard right now, man, they’ve got a lot of distractions. You know, it’s different for them, adults do too, but they are really swamped with it. So, it takes some serious understanding of how to support kids in this particular moment in time, and help them get back to being successful, which is what they’re naturally predisposed to do. So you have to help parents understand that first and foremost, and when the parents understand it, then they can become raving fans, right? You know, they can become advocates for these types of supports. And so when they’re bought in, then you can go to the kid and be like, ‘Hey, your parents are on board with this, let me tell you what we have to offer’. And most kids, unless there’s just another big issue, once they realise you can help them make their life so much easier, by just using the tools that are at their disposal, like most kids are using Google, but they don’t know you can create a task list, you can drag your tasks into calendar, you can set up email templates, like a lot of kids just don’t know these things. And so they’re kind of like, even though they have all the tools, they don’t know how to use the tools that are at their disposal.

So I think it’s the combination of supporting the parents, helping them understand and then teaching the kids and then working with both and actually educating both around how do we develop, enhance executive function skills, so that parents aren’t nagging their kids, kids don’t feel like they have to fight their parents or hide and sneak YouTube time, like you want to create this kind of balance in the family, where everyone feels heard and knows there’s a plan. And so that’s what we facilitate, is that process of helping everybody get on the same page about the plan, setting up those goals. And then, you know, working towards the results or tweaking the process if we need to. So I think, yeah, it’s you know, it’s a family process in a sense.

Ludo Millar 16:43
And when do you think you first realised that? Have you always known that that’s what executive function means? Is that something that’s come to you over the course of your years in the field?

Sean McCormick 16:56
Yeah, well, I think the reason I discovered this process, I guess, you could say it was already there, but I was a public school special education teacher, an education specialist. So I worked in a public school, and I tended to gravitate towards the most challenging students, right, it was just like the, you know, those were the jobs that were most available, because most people burned out on it, and didn’t want to do it, right. So that was what I gravitated towards. And I found myself working in a classroom that was focused on kids who, for some reason or another, the public school system had not worked for them. So the public school system was either bringing them back from a residential treatment programme, or they were trying to prevent them from having to go to a residential treatment programme. And a little background on that, like public schools in, I’m not sure of the exact rules in Europe or in the UK, but in the United States, if a public school cannot serve the needs of a student, they are required by law to pay for the right placement. So this was costing the public school district and taxpayers, hundreds of 1000s, if not close to millions of dollars a year, and it’s happening all over the country. So they need really specialised classrooms that can support students, instead of sending them to these residential treatments. So I had the privilege of helping build one of those and being the the lead teacher for it. And in that process, sometimes we needed to actually work with another agency, which did things called family team meetings. So that’s where you actually get the parents to come and show up. It’s different from the IEP meeting, and it’s more frequent, right, it happens every month. So we had, parents, a lot of parent interaction, and a lot of parent meetings with the students, and basically building consensus around goals.

And so I took that process that I utilised that had such a big impact on students who the district had, in some capacities, given up on or didn’t know how to serve, and I applied that in a private setting. So I took that process, I kind of, you know, broken into our five-step process to support students and families with executive function challenges. And it works magic. When you get the parents involved, you get the student involved, you set clear goals, and you check in frequently, and problem solve around any hiccups in the process. It works magic. I mean, it’s something missing from education. In a sense,  it’s, what do they say, the dark horse of education is that it actually, there is a process that works for kids who are really struggling. And so this is it. This is one of them. There’s other ones I’m sure but this is one of them. And so my process and my business really developed from that experience, that transformational experience for students and families who had in some capacity or in some sense lost hope in the in the education system.

Ludo Millar 19:44
And that’s the noblest of missions and education, isn’t it? And it’s striking to hear that you realised that you were gravitating towards those tricky cases, those cases where the school system didn’t fit the child’s way of learning. I think that’s massive. That really is. How do you think the executive function field has changed since you first started? Because you’ve been in the game for 10-15 years now.

Sean McCormick 20:17
Yeah. So I think the change I’m starting to notice is that it’s being brought more to the forefront of education. Big shoutout to Seth Perler. He’s really brought it to the forefront of education. And his work has been very inspiring. Dr Adele Diamond, she has done some extensive research on what helps kids with executive function as well as what, what about executive function is important. And so that research is coming to the surface, and it’s being spread by influencers, like myself, or Seth Perler, or other educators. And so, you know, the big things that come out of that research that we’re starting to understand is that executive function skills are the greatest predictor of school success and readiness for kids that have not entered school. So it’s not like one of her studies, peer reviewed study, across, you know, different scientific peers, you can find this on her website, or if you Google ‘Dr Adele Diamond’, she found that entry-level reading and math scores are not as predictive of long-term school success as executive function skills. So this research that’s kind of being spread to the community that neuro psychologists are tapping into, and then also making recommendations around, it’s getting more and more influential. And so I think it’s like, in a sense, it’s just hitting the community at this time, but it’s also I think, it’s going to reshape education, in that, we’re going to have to start focusing on organisational skills and goal setting and teaching kids effective goal setting, and taking more of an ownership of their goals, and what they want out of education than just trying to, you know, make sure they’re the best reader or the best mathematician because you hear it all the time from kids, right? They get out of school, and they’re like, ‘Why didn’t my teacher teach me how to do taxes?’ Or ‘Why didn’t my teacher- all we did was read this 18th century novel, but like, I didn’t learn all these skills’. And so this is the key, right? This is the key that we have to help kids set their own goals. So they feel driven and motivated and invested in their education. And so I only see it getting bigger, I guess, is my main point.

Ludo Millar 22:41
Okay, so you only see it getting bigger. Perhaps, you know, some teachers would let you get away with that answer, Sean, but I’m not going to. [LAUGHS] What do you mean by that? How will it change?

Sean McCormick 22:53
Yeah. Okay, well, yeah, thank you, I appreciate you asking me to go a little deeper there. So I think what we’re gonna see, my prediction is that we’re going to see, from the start of education, that teachers and systems are going to start requiring their kids to be more bought in and to develop goals. I think, you know, we’re already seeing in a lot of classrooms worldwide, we’re seeing teachers saying, ‘You choose your grade, and tell me why you earned it’. And I see this art, I see teachers ask me, it’s, ‘What do you think your grade is? And why?’. Because they’re like, look, I don’t want you to- the old ways of grading are somewhat outdated with all the neurodiversity in education, right? It’s like, you can’t just give one standard and expect every kid to meet that standard exactly the same, right. Everyone’s going to have a different way of expressing their intelligence, right? You know, we see all the time, people who are extremely successful in the real world, right. They might have failed certain things. I mean, we know Einstein, I think he failed math or whatever. And he didn’t even do a lot of his own math, right. He was actually having his assistants do the math and he was just theorising and kind of coming up with approaches.

So I think that’s what’s going to change is that you’re going to see a lot more professional development around helping kids, helping teachers help kids set goals and track their own progress, self monitor their progress. And it’s going to lead to a lot of more interest-based education, because kids are going to be encouraged to set goals and self monitor and self choose activities and things and the teachers are going to be more more like facilitators rather than information givers, depositors of information on kids. So Salvador Khan, who invented Khan Academy, he wrote a book called the One World Classroom, and that was very influential as I was building my business because he talks about how classrooms are going to change. They’re probably, a lot of them, are going to go to more online formats. And then kids are going to come in less frequently to discuss their learnings. and their progress and set goals with a skilled facilitator with basically an executive function coach. So it’s going to be less of the ‘sit and get’ where kids just- their teachers just deliver, you know, here’s how the Battle of Gettysburg happened. And, you know, here’s the play by play. And it’s going to be more about educators who can facilitate students, aspiring setting goals, monitoring their progress, and moving towards what the student believes is the greatest value. And I think it’s going to be more focused on problem-solving around community issues, right? Like, we know that when we give students tasks to problem solve in their communities, to actually make an impact, to be of service to their community, that students are more motivated, they’re more engaged, the results are more useful, they feel more bought in because they’re solving something IRL, in real life.

And so that’s what I think is going to change is that the teacher is going to go from being a giver to more of a facilitator. And that’s basically what we focus on in my business, Executive Functions Specialists. We’re never telling kids what to do. We’re asking them questions, right, solutions-focused questioning. We’re saying, ‘Hey, I noticed that you have this many assignments that are due tonight. Which one do you think you should start with, right?’. Because kids are motivated when they’re bought in when you’re asking them questions, rather than when you tell them what to do, you disempower them when you tell them what to do, but you empower them when you allow them to make executive decisions around their problems or the things that they need to find solutions for.

Ludo Millar 26:34
So you want to see educators living that style, that approach more?

Sean McCormick 26:45
Yeah, I mean, I want to see, I think it’s like, if you think back to who your favourite teachers were, right, it wasn’t the person who had probably the best information, right? It was the person who inspired you most, right? And ask yourself, like, what, what inspired you about that? They’re probably curious about you, to some degree, right? I imagine. I mean, I’m gonna ask you, Ludo. Who is your favourite teacher? What do you remember about your favourite teacher?

Ludo Millar 27:11
I think my favourite teacher was Madame Lincoln, a French teacher, when I was probably 11 years old, who told me that learning languages wasn’t just learning banks of words, it was getting to know the culture behind a language. And so she kind of taught me how to do that, while also teaching the rest of the class. It was amazing.

Sean McCormick 27:40
What kind of stuff did she do that that helped you basically get to know the culture? That’s really interesting.

Ludo Millar 27:45
I think I was [the] most interested in French in the class. So I asked her questions, you know, as we were completing an assignment in class, I sort of turned to her and whispered, you know, an extra question I had on top of what we were studying. And she just didn’t mind that at all. She didn’t shut me down, or tell me that we had to just stick to the to the task, she answered those questions. And she inspired that interest, she saw a clear interest in me, as to what languages could tell you about a country or people or culture, beyond just learning what the words are and how to put them together. And I don’t think, if she hadn’t been my teacher at that age, I don’t think I would have understood what French could do for me in discovering the world. So I think just that openness, and that ability to spot a genuine interest in one to 10 students in a class, it doesn’t matter how many, but there will always be a certain proportion of the class in whatever subject who has a genuine interest that you can see goes beyond just the curriculum.

Sean McCormick 28:51
Yeah, yeah. And I wish people could see this because I know this is gonna be audio but like your whole posture and your expression like you’re smiling right now, you lit up, right? Like when you’re just thinking about that person who encouraged your curiosity, and you wanted to ask questions, you wanted to know more, right? And so that’s where I think we’re going, right, is we need to train educators on how to inspire curiosity. Rather than just give information, we need to train them and help them develop the skillsets to inspire curiosity and inquiry-based approach. In my business, we call it solution-focused questioning, like helping them figure out a way to the solution or a way to obtain things. So sounds like Madame … what was her last name?

Ludo Millar 29:39

Sean McCormick 29:40
Shout out to Madame Lincoln. She definitely had those strong executive function skills.

Ludo Millar 29:46
Absolutely. And of course, you know, I have never ever spoken about like I just did then. I thought about Madame Lincoln the way that she approached teaching and thought that, you know, that’s a good way of doing it. But I don’t think we stop often enough to think about those things. So you’re clearly a very good teacher, Sean, what you displayed you do there is reflect back on my own learning, the sort of metacognitive skills that we seek to teach our students. So I mean, do you have a favourite teacher that sticks out?

Sean McCormick 30:30
I definitely do. So shout out to Robert Winkler. He was a great teacher. So he was my, let’s see, he was my, I think both sophomore, and junior year of high school. So my second and third year of high school, he was our English teacher. And, you know, he was, first and foremost, he was just an amazing storyteller. So he just captured, he understood what it was like to be a kid. And he told great stories about his adventures, you know, as a kid and things like that. But the other thing he did really well, was, he was really good at project-based learning. So he would have us, he would set a goal, right? Or he’d say, like, ‘Hey, here’s where we’re working. How can you express this right? Like, okay, we just read this chapter of Lord of the Flies, or whatever, how can you express your knowledge’, so he wouldn’t say you have to write an essay, or you have to do a poem or you have to make a collage. He would ask us to express our learning in the way that was unique to our expressive capabilities. And I think that flexibility around learning how to demonstrate your knowledge, inspired me a lot to move towards teaching as a tool to help kids open up, right, he was able to do that, by one being vulnerable, by telling his own stories and expressing, you know, things he had gone through and in a creative and poetic way. But then he was also really good at allowing kids to develop their own expressive capabilities in the way that they felt best. So that’s something that you know, it’s like, I’m just thinking in the way that it connects to the work we do is that when you want to help the kid reach out to the teacher, you can help them with the format like, Hey, this is typical guy and emailed his route, but then you let them express their ideas, right? You want to help them convey what they want to say, because that’s going to have the biggest impact. And that’s going to create the bridge between them and the teacher, to have a kind of a transformational relationship.

Ludo Millar 32:24
If you are listening to this, I urge you, wherever you are, to think back on that teacher, to the Madame Lincoln or Robert Winkler. And to think about how you can be that. There’s no pressure, I think, as an educator, to be that teacher for every single student you work with, that’s too great a goal to achieve. But see if there are ways in which you can inspire kids that you work with, so that they look back on the days that they spent with you, if not as the best teacher they’ve ever had, at least as a teacher who continued that journey for them. Sean, I think you’ve inspired me to think about that more. I hope you listening, I hope you have been inspired, at least to some degree by what Sean says, you can tell that he’s a natural leader and natural educator. AndI feel very honoured that you’ve been able to join us on this podcast for a slightly longer episode, I don’t think there’s anything wrong with that at all. I would hate to cut you short on anything.

You’ve been mentioning that just on something that Sean mentioned there, short of inviting Robert Winkler onto the podcast to talk about project-based learning and inspiring kids through play and hands-on learning, we chatted to a Canadian educator called Reuven Tzalmona just two episodes ago, so that’s a whole conversation about project-based learning and an inspiration for kids. So go and check out that episode (here) after this as well.


Ludo Millar 32:24
And now, a quick word from last week’s guest, Henry Dingle.

Henry Dingle 34:10
Yes, it was brilliant, brilliant, brilliant, brilliant to be part of the Qualified Tutor Podcast. And I learned, I suppose, that I have more to offer than I realised to be totally honest. It was amazing to be given this platform to share my experience. I loved being with Ludo and answering his perfect questions. And I would say to anyone who’s going to be on the podcast yet to really relish the opportunity, you know, it’s a real honour to be given this platform to speak on. It made me feel part of an industry, part of a community, you know, I think we can all as tutors feel kind of like outliers. But you know, Qualified Tutor’s really addressing that with this podcast. So yeah, it’s a great opportunity. Enjoy.


Ludo Millar 34:56
Sean, we’re just drawing to a close here, but I have one final point for you. And that is, what’s next for you? What’s next for Sean McCormick?

Sean McCormick 35:06
Yeah, that’s a great question. Well, I think my primary focus is on continuing to develop and enhance my business, Executive Function Specialists. So we’ve got a great thing going, I’ve got an amazing team of educators who are able to help kids with executive function challenges. So just continuing to tweak and fine-tune that process so that it delivers the best results for our customers. That’s something I’m always focused on trying to figure out. I think the other thing that I’m thinking about is the course that I’ve created called, Becoming an Online Executive Function Specialist. So I use that to train incoming team members, but also to share that with the larger education community, so that other educators or professionals who want to become an online executive function specialist have the foundation of skillset. So I think those are the two things I focus most of my time on. Because I believe it’s impacting the education community. And on a personal note, just being a family man. So I have another daughter due in August, I’ve got one amazing daughter, and then another one due in August. So focusing on being the best dad that I can be and, you know, supporting my wife as she goes through this amazing process together. So those are the big things that kind of create my universe. So just focusing on all those.

Ludo Millar 36:34
Sean, you’ve created an amazing way for myself and your listeners to connect with you. If you want to find out more about Sean, efspecialists.com is a very good place to start. And you can find the course on there very easily on the navigation bar. Alternatively, earnmoretutoring.com is Sean’s podcast, if you’re into podcasts, or if this is your first podcast, you’ve got so many more to explore. We didn’t quite get into what that whole venture is about for you, Sean, but I’m sure we can bring you back on to explore that. I can’t end this without saying the next time you can hear Sean speak, at least in a QT sense, will be at the Love Tutoring Festival 3, this coming June as part of an Executive Function Roundtable, obviously very apt, alongside UK-based Kate King and Amy Smith, who both spoke at the previous Festival in January of this year. So Sean will be speaking, which is a great addition to the Festival along with a host of other amazing speakers across the five days. So that’s the next date for your diary. But Sean, thank you so much for giving up your time. I know the day is just getting started with you over in California. It’s coming towards the end of my day. So I hope that it inspires you for the rest of the day and this week.

Sean McCormick 38:08
Absolutely. Thank you so much for making time, and also inviting me to be on this podcast. I’m honoured. I’m so, so, so inspired by Qualified Tutor and everything you’re doing to shape what tutoring looks like globally. And it’s just an absolute honour and privilege to be here speaking with you today, you know, based on everything that you and Julia and your team have done to basically … change the world for kids for the better. So thank you and I look forward to staying in touch.

Ludo Millar 38:40
Thank you very much, Sean, you’ve been an absolutely amazing guest. And we’ll see all of you, dear listeners, soo. Thank you for listening. We’ll see you all next time. Cheerio, Sean.

Sean McCormick 38:51
See y’all later.


Ludo Millar

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