I am a student in the Multiple Subject Credential Program at CSUF. I am going to do my second semester student teaching in a Kindergarten classroom with a student who has ADHD. He is very difficult to deal with, interupts class often, does whatever he wants to, tells the teacher “no” when she asks him to change tasks and he isn’t ready to, etc. I also worked in a third grade classroom with a student who has ADHD and I couldn’t figure out the best way to work with him. He was constantly asking me how he was doing and many times he wasn’t doing very good. I need some ideas of positive ways to work with students who have ADHD, so that I am not stressed out and that they receive the best education possible. ANY HELP WOULD BE APPRECIATED. :?
Teaching Students with ADHD
I try to give students with ADHD time each day to get up amd move when I see them getting fidgety- maybe running something to the office for me with a buddy, or to another teacher. When they come back, they are focused and more on-task. Also, letting them stand by their desks when they are doing seat work is helpful, too. There are squisy cushions or seat wedges that you can get for their chair from teacher magazines, that help them to move, while remaining in their seat and not disturbing other students. Being positive and consistent also helps. Generally, if they know what you expect, they can do it! To help you, hopefully, because the student is new to school, there is a strong possibility he or she will soon learn coping skills. Take deep breaths and keep telling yourself, at this point, the student hasn’t developed the skills needed to channel the energy, but will get them soon, and you can help make that happen!
Just an opinion...
I think the most important thing is to recognize that the ‘standard way’ does NOT work for these children. If they COULD — they WOULD, and therefore we need to abandon the attempt to ‘make them conform and do it like everyone else’. This is a philosophy that should illuminate every choice you make — be creative!
For instance the child who constantly needed reassurance of ‘how am I doing’ and obviously, compared to the ‘standard’ was NOT doing well— no, we don’t want to LIE to children. But we need to compare them to THEIR standard — find any small improvement or positive thing, and mention that. You could say, ‘Well, you’re doing VERY WELL at finishing your math sheet! Yesterday, you only got 6 problems done — today you got 10!! Now that you are getting all the problems done, you need to …’ and pick ONE thing that is next in importance to improve. Make it POSSIBLE…and provide the support necessary for success. LD kids have the hardest time (ADHD also!) breaking things down into manageable steps without help, so your assistance to do this is an invaluable life skill.
We are all competing against ourselves, essentially — our goal should be IMPROVEMENT, regardless of where we fall in relation to the ‘expectations’. For a child who is in fourth grade and barely reading, we DON’T compare him to fourth grade expectations — but if he is getting words that he did NOT get a month ago, share that and help him celebrate it — and remind him that, he WILL get there. It may take longer…harder work…more work…than some others, but if he WORKS, he will SUCCEED. For a child in a meltdown that they are not succeeding at the ‘standard’ — this will keep them going, while being entirely truthful. If YOU believe, and communicate your belief — they WILL believe, and they WILL succeed.
Hope this makes sense…I think you’ll be a great teacher, you are certainly starting out the right way — looking to IMPROVE the areas you are not immediately successful in…Best wishes!
Each person, even each person with ADHD, is unique. Being positive though usually works well for all people as does remembering that Rome wasn’t built in a day. Certainly get hold of Mel Levine’s book called Educational Care - it should be required reading for every teacher.
Has anyone sat down one on one and talked with the child? It begins there. If we want this child to learn to control himself, we need to start by telling him that. He needs to gently hear that you’ve noticed how hard it is for him to change activities, for example, yet each school day is filled with change. Tell him you’re going to give him a little quiet 5 minute notice before activities change - a quiet little signal so he can start to get ready inside himself. Children usually like that approach - it makes them feel rather important while giving them the kind of help they need.
Since there are two of you, one of you should be able to give this student the extra attention his ADHD needs while he begins to learn how to manage it. I often turn it around when young children interrupt and shout no and ask - do I interrupt you? Do I shout no at you? Then I expect that you won’t interrupt me or shout at me. I know you don’t mean it to be but it’s rude and not something we want to do.”
Good luck