|
9. WHAT TEACHERS CAN DO?
9.1. Establishing the Proper Learning Environment:
- Children with ADHD can be seated in the first few rows near the teacher's desk , surrounded by model students who can assist the ADHD child.
- Do not place students with ADHD/ADD near air conditioners, high tracffic area, doors or windows as these will distract the ADHD/ADD child
- Appoint a buddy (who is good is his work, organised, willing to help) to give the ADHD child assistance and prompt him (e.g. on copying the homework, handing up the homework, clarifying the teacher's instructions, etc.)
9.2. Giving Instructions to Students with ADHD/ADD:
- Write important messages on the board. The ADHD child may not have heard what you had said. Also emphasize key points by writing them on the board. This will catch the students attention
- Try to involve various senses during the lesson - e.g. use of colourful materials (sight, sound, smell, touch and even taste). Children with ADHD enjoy touching and other hand-on experiences.
- Keep the each lesson short and inject variety to stimulate student's interests. What is useful for the ADHD child is also useful for other normal children.
- All children learn best from playing. Lessons should be made as fun as possible using our creativity and real-life examples:
- The ADHD child finds it difficult to learn abstract things and can quickly enjoys learning with real-life examples
- For example, teaching mathematics using money make the child appreciate why we need to learn adding and subtraction and motivates the child to learn other abstract mathematics operations.
- The ADHD child (so are about 1/3 of all the children) is usually weak in his listening skills. Find creative ways to enhance the listening skills of children. E.g.:
- Tape sounds of special events or situation to guess what the events or situation are
- Multi-media teaching aids on the computer are also useful
- Ask children to identify what they can hear in the background
- Make wire-telephone using paper cups during science lessons,
- Getting different children to read different part of the lessons, etc.
- Have structure and routines for various lessons
- State Directions Clearly and Simply
- Minimise the Clutter on Your Handouts
- Teach Students Memory Aides
- Encourage the Student to Solve Problems With Minimised Teacher Involvement
- Maintain eye contact during verbal instruction.
9.3. Giving Assignments to Students with ADHD/ADD:
- Give out one task at a time; monitor frequently
- Make sure you are testing knowledge and not attention span
- Keep in mind children with ADHD/ADD are easily frustrated; Stress, pressure and fatigue can break down their self-control and lead to poor behaviour
- Require the use of an assignment notebook
- Write down assignment(s) on the board or on a piece of paper that can be pasted in an assignment notebook
- Require Your Student To Write Assignments Down
- Get parents to sign off the assignment notebook
- Give more time for assignment and tests. ADHD children tends to lose focus and thus need more time than others to complete their work
- Apply for extra time for school examinations for the ADHD/ADD at least six months before the exam to ensure approval can be obtained in time
- Communicate Assignments Clearly
- Be clear about the due date, the required pages, the format and required materials
- Provide a model/the structure of a required assignment or project
- Intervene when there is a pattern of incomplete assignments.
9.4. Modifying Behaviour and Enhancing Self-Esteem:
- Provide Supervision and Discipline
- Remain calm, state what has gone wrong and avoid arguing with the student
- Describe what should have been done
- Have pre-established consequences for mis-behaviour
- Enforce classroom rules consistently
- Make sure the discipline fits the "crime" without harshness
- Avoid ridicule and criticism; Remember that children with ADHD/ADD have difficulty staying in control
- Avoid publicly reminding students on medication to "take their medicine"<
- Provide Encouragement:
- Reward more than you punish; try to find good behavior to reinforce them (e.g. I noticed you have … I like that.)
- Be specific about your praises
- Encourage positive self-talk (e.g. You did very well remainin in your seat today. How do you feel about that?").
9.5. Proper Structure and Organisation:
- Provide Structure and Routine for various lessons
- Require students to use a 3-ring binder to organise their materials and schoolwork (as early as 3rd grade a)
- With subject dividers, blank notebook paper and plastic pouch for pens, pencils & erasers
- Another binder for pending homeworks, completed homeworks and notes to parents
- Provide a place in The Classroom For Students To Turn in Their Work
- Teach The Students How To Keep A Neat Desk
- Build Desk-Cleaning Time Into the Class Schedule
- Encourage Students to Be Responsible For Their Materials
- Have a Class Discussion in Which Students Share Their Ideas about Keeping Organised
- Encourage the use of a checklist.
|
