Teacher Training and Support

A positive teacher-student relationship, based on teacher understanding of the student and the disorder, may improve academic and social functioning.

Teachers should be aware of the following:

ADHD is considered to be a biologically based, educational disability that is treatable but not curable. ADHD is not the result of a lack of skill or knowledge but a problem of sustaining attention effort and motivation. It is harder for students with ADHD to do the same academic work and exhibit the social behaviour expected of other students. The most effective interventions for improving school performance are those applied consistently within the school setting and at the point of performance. Barkley,1998,pp 458-460

BACK

Establishing the Proper Learning Environment

• Seat students with ADHD near the teacher's desk, but include them as part of the regular class seating.
• Encourage peer tutoring and cooperative learning
• Avoid distracting stimuli.
• Anticipation is the key with ADHD children and teachers must plan ahead in managing ADHD children, especially during transition activities.
• Use colours and shades to help them organise
• Encourage creativity

Giving Instructions to Students

• Maintain eye contact during verbal instructions
• Make directions clear and concise. Be consistant with daily instructions
• simplify complex dirctions. Avoid multiple commands
• Make sure students comprehend the instructions before beginning the task
• Repeat instructions in calm and positive manner.
• Help the students feel comfortable with seeking assistance. Gradually reduce the amount of assistance, but keep in mind that these children will need more help for a longer period of time than the average child
• Make available a daily assingment notebook.
  1. Make sure each student correctly writes down all assignments each day. If a student is not capable of this, the teacher should help him or her
  2. Sign the notebook daily to make sure that the home assignments have been completed.(Parents should also sign)
  3. Use the notebook for daily communication with parents.

Giving Assignments

• Give out only one task at a time.
• Monitor frequently. Maintain a supportive attitude.
• Modify assignments as needed. Consult with special education personnel to determine specific strengths and weaknesses of each student.
• Develop an individualised education program.
• Make sure you are testing knowledge and attention span.
• Give extra time for certain task. Students with ADHD may work slowly. Do not penalise them for needing extra time.
• Keep in mind that children with ADHD are easily frustrated. Stress, Pressure and Fatigue can break down their self-control and lead to poor behaviour.



BACK





Modifying behaviour and Enhancing Self-Esteem

• Remain calm and avoid arguing with the student
• Have preestablished consequences for misbehaviour
• Administer consequences immediately, and monitor proper behaviour frequently
• Enforce classroom rules consistently
• Make sure the discipline fits the misbehaviour, without harshness
• Avoid ridicule and criticism. Remember these children have difficulty staying in control
• Avoid publicly reminding students about medication.
• Reward more than you punish, in order to build self-esteem
• Praise immediately any and all good behaviour and performance.
• Change rewards if they are not effective in motivating behavioural change
• Find ways to encourage the child.
• Teach the child to reward himself or herself. Encourage positive self-talk(e.g.,"You did very well remaining in your seat today. How do you feel about that?"). This encourages the child to think positively about himself or herself.