I have the wonderful opportunity this semester of helping a high school student with ADD, for the first time. He is a wonderfully bright boy, but unfortunately, I have little teaching experience in general, and even less in special regards to ADD.
I am interested to know how a teenager with ADD might respond to boardwork. If I asked him to come to the front of class and try a problem on the board (with other students getting a turn, as well), would this be a very keen thing to do, or would this be frustrating under the symptoms associated with ADD? What if I have students come to the board in pairs, to help each other with a problem in front of the class (as the class, hopefully, helps the demonstraters with advice)?
I’m sorry if this poses a very ignorant question, I confess my ignorance in this matter entirely. I’d appreciate any helpful comments! Thank you.
ADD and boardwork
You can think of ADD in a way like fingerprints. While they share common characteristics, each one is yet highly individual.
Coming to the board to work problems can be a problem for any student, ADD or not. Some students are comfortable doing that, others aren’t. It’s difficult to say whether the presence of ADD in this student will make boardwork more or less of a challenge for him.
That you care enough about this student to pose such a question is wonderful and no matter how little you might feel you know about ADD, you clearly know what’s most important.
hi,
in my experience, you’re not going to know until you try. Every learner is different, and some thrive in that kinesthetic position of writing on the board. Some might not even hear the invitation.
You’ll have to see!
Observe, be patient. Jumping up to the board might be the very thing to snap a learner into attention, or it might not.
Gently try techniques as you think of them and take notes. Today it might be one thing that helps and tomorrow that very thing might not work at all.
It might be a good idea to have a private talk with the student to find out if s/he has noticed anything special that helps studying. You could also find out what you might do to help him/her come back to attention. Some like to be touched on the shoulder; some hate it. Some respond to waving a piece of paper in their direction, or standing nearby. Ask - listen and try.
good luck
judih