Hebert

Corinne Hebert
Mrs. Coco
English 1001
7 December 2015
Audience: Elementary school teachers
Preface:
If I had two more weeks to work on my paper, I would spend more time on my
introduction and my conclusion. Although I am satisfied with those parts of my paper now, I
think they could always be improved in small ways. Another thing that I would do if I had two
more weeks is break down each paragraph and see what ideas could be expanded. A specific
example would be the studies; I could elaborate on each study and really expound on details,
for example how each study was conducted and the results. Overall, I think that in the two
weeks I would look carefully on each paragraph and break ideas down. I think that with two
weeks, I could really improve my paper.
Do Not Let It Stop You
With being a teacher, people say, Oh they do not get paid a lot. However what people
do not realize is that teachers teach because that is what they want to do as a living. Yes, they
know not everyday will be the greatest, and not all of the children will behave like they should.
One thing they do know is that if they truly love their job, they want the kids to get the best
education they can get. One special case of teachers is ones that have to teach elementary kids
with Attention Deficit/Hyperactivity Disorder. Teachers who have to teach students with this
disorder are challenged with many things. The students are not like the normal kids and the
teachers often have to adapt to the childrens specific needs. One question that teachers should
think about is How can teachers enhance a students education who have ADHD?
Attention Deficit/Hyperactivity Disorder, abbreviated ADHD, is a disorder that makes it
harder for someone to learn. ADHD often affect males more than females, but affects both in the
same way. In the online database, Gale, it states that this disorder can be discovered in a child as

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early as two or three years old, but the symptoms can change with age. These children are often
seen as the kids with problems and those who cannot learn as well as others. However, these
children are very intelligent; they simply have a lack of focus on a particular task that does not
interest them. The cause of ADHD is the imbalance of neurotransmitters and that the
chemicals that are needed to transmit messages to the brain are not present or lack there of
(ADHD). There are three main symptoms of this disorder, and they are inattention to focus, for
example having trouble paying attention to one thing at a time, hyperactivity, for example
playing with ones hands or moving around in a seat frequently, and impulsivity, for example not
being able to wait in line for an extended period of time (ADHD). A child or young teen could
get diagnosed with this disorder and these symptoms by a pediatrician by administering tests or
comparing the childs learning to others in that age group (ADHD). Besides being officially
diagnosed by a pediatrician, a teacher can play a role in seeing if a child has ADHD. He/she
could notice that a student has trouble focusing or that the child is not learning as the level that
he/she should be. Although they cannot officially say a student has ADHD, a teacher could
notify a parent that their child might be displaying symptoms of the disorder.
Teachers play a major role in the success of a child who has ADHD by their way of
teaching. The teacher has the responsibility of gearing a lesson a certain way and doing certain
things to help the students who have ADHD. Although the teacher is doing certain things for the
children who have this disorder, the students who do not have ADHD are still benefitting from
what the teacher is doing. These students have trouble focusing on one thing, and their brain can
wander at times about the unknown. Kelly Henderson, from the U.S. Department of Education,
states that one way a teacher can help this is by explaining to the elementary students exactly
what they will need, for example paper, pencils, and scissors. Another way a teacher can help a

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student with ADHD focus and for their brain not to wander is to summarize what the lesson will
have in it and what they will be learning. This will help with their wandering minds, and they
will not have to be thinking about, Oh I wonder what I am going to be learning next while the
teacher is trying to teach something at the moment. If the student knows exactly what they will
be learning and what order it will be in, that is one less thought their brain can jump to. Also, a
teacher can set expectations on how the students should behave so there are no questions on what
the correct way to act is. A third way that teachers can enhance a students learning is to go back
and recall what they previously have learned so their brain will not be trying to recall, Oh what
did I learn yesterday (Henderson 1). Overall it is extremely important for a teacher to set their
agenda to where the students with ADHD have the best setup and environment to learn in.
Although it is very important for a teacher to introduce a lesson effectively, the teachers
need to be prepared for the lesson itself. They need to be ready to answer any question and
realize the importance of going over previous lessons as well as making sure while they teach
that the students know what is going on. Students with ADHD often have trouble going from one
lesson to another, also called transitions, and could be made easier by the teachers actions.
Henderson states that the teacher can properly transition and return and review over old material,
while introducing new material. If the teacher jumps around without explaining anything, or not
properly changing the subject, that could trouble a student with ADHD due to their trouble of
focusing. In the research, it was stated, When they are prepared for transitions, these children
are more likely to respond and to stay on task (Henderson 1). Also, during a lesson, things
should be predictable for a student. They work well when there is a structured, steady way of
doing things. Having lessons that are straightforward and predictable can help narrow down the
distractions (Henderson 1).

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Concluding a lesson is just as important as introducing and conducting a lesson. A

teacher might ask the children what they have previously learned to see if they recalled what was
talked about. If the teacher finds that the majority of the students do not remember a lesson, then
he/she needs to go over it again and possibility teach it a different way. The teacher could also
call upon a student with ADHD and see what he/she has recalled and use that as a standpoint for
all of the other students (Henderson 1). As a whole, introducing, teaching, and concluding a
lesson is very important to a child who has ADHD. A child with this disorder learns best when
the lessons are predictable and laid out well, easy to understand and focus on.
Along with proper teaching styles, teachers have the role of giving feedback about the
students with ADHD. Communication is very important from the doctors, to the parents, and
finally to the teachers. A teacher can watch to see how a child with ADHD is learning in school
and give feedback to the parents. A specific example of how a teacher could really affect a child
with ADHD is with medication feedback. Stephen Tonti, a public speaker, shared his journey
with ADHD and how a teacher can be a positive or negative factor in a childs life. Here is the
link to this talk: https://www.youtube.com/watch?v=uU6o2_UFSEY. Tonti mentioned that his
friend (Adam) also had ADHD and when Adams parents asked how the medication was
working, the teacher said, Adam is less motivated, less animated and less involved in class
activities, but at least he is quiet now (Tonti). This should not be the feedback that students
receive with ADHD; teachers should be able to see that although the student is quiet, he/she is
not at their full potential for their own education (Tonti). Yes, the student is not acting out or
causing disturbances, but they are not reaching their full potential with learning. Tonti also talked
about how the teachers he had really made the biggest difference in his education. They were
part of the hip and current generation of teachers willing to try different things (Tonti). Since

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the teachers were willing to try new things, Tonti was able to try out new methods to see which
ones allowed him to learn to the best of his abilities. He also mentioned that the support from
teachers encouraged him to keep going through his struggles and gave him hope (Tonti).
Teachers should be seen as a mentor, leveling with a student, instead of being seen as a dictator.
With teachers being seen as a mentor, students with ADHD feel more welcomed and
comfortable and have a better chance of receiving the best education.
Besides teaching a lesson properly and giving feedback for a student that has ADHD,
teachers have a third role, which is to teach a child to properly learn and focus. Doctor Victoria
Groves Scott, Ed. D, assistant Provost for Academic Innovation and Effectiveness and Professor
of Special Education, states by teaching students what learning is, the teacher is helping the
students truly understand what it means to learn. They can teach that in order to pay attention and
learn to the best of their ability, accurate absorbing and focus is necessary (Scott). Focus and
learning go hand in hand, and these two elements are essential to increase a students education.
With listening, focus is very important. Focusing on whoever is speaking and keeping their eyes
on the speaker increase the impact of what the student is hearing (Scott). Also, keeping a
students mind clear of distractions can help a student with ADHD learn better. Focus and
listening are critical skills to enhance a students education with ADHD.
Lastly, a teacher can provide a controlled learning environment for a student with
ADHD, one that has a stable lighting and where he/she can best concentrate. Through a
conducted study with students with ADHD from New Jersey and New York, Susan Brand, Rita
Dunn, and Fran Greb studied elementary kids from third to sixth grade and reviewed what
environments they worked best in. As a result, many things were discovered. The study showed
that ADHD students work best in low lighting area, that the light plays a factor in their learning

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ability. Another element is that these children lack persistence (Brand, Dunn, and Greb). The
study suggests that small breaks might increase their ability to focus and learn better (Brand,
Dunn, and Greb). Having these breaks can help their brain have a time to relax and not focus on
a task for some time, however, returning to it shortly after the break. This can be seen to
increase their learning ability for students who have ADHD. As well as min-breaks and dim
lighting, morning lessons tend to have an impact on ADHD students (Brand, Dunn, and Greb).
The study conducted proved that afternoon lessons enhanced their learning ability. With this
study, a teacher can change their classroom environment to the best conditions for these students.
Although some of the conditions might not be possible at all times, the teachers should try their
best to make the best environment for these students with ADHD.
Overall a teacher can affect an ADHD students life drastically. A teacher can plan their
lessons thoroughly, from previewing the lesson, to teaching the lesson, to concluding the lesson
as a whole. Also, the teacher can make a huge difference by establishing a good line of
communication between the student with ADHDs doctor and the parents of the child.
Communication is key to making sure the student receives the best education. Along side of
communication, focus and listening are elements that students with ADHD have to get a grasp on
from an early age. All of the above factors will pull together to create the best working
environment for children who have ADHD. These students did not choose to have this disorder,
so any help that they can receive with being successful with their education is greatly valued
among the parents and the students themselves. Teachers strive to be the best educators around
and should try their best to help the students who have individualized needs. The teachers
became teachers to teach right? No matter what the circumstance, teachers should try all these
methods for students because they truly love their job and want the best education for them. The

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ways a teacher could affect these students could bring about some questions for the future. How
will the way teachers teach elementary students with ADHD now affect them later on in life?

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Works Cited
"Attention-deficit/hyperactivity disorder (ADHD)." The Gale Encyclopedia of Science. Ed. K.
Lee Lerner and Brenda Wilmoth Lerner. 4th ed. Vol. 1. Detroit: Gale, 2008. 400403. Gale Virtual Reference Library. Web. 15 Nov. 2015.
Brand, Susan, Rita Dunn, and Fran Greb. "Learning Styles Of Students With Attention Deficit
Hyperactivity Disorder: Who Are They And How Can We Teach Them?." Clearing
House 75.5 (2002): 268. Academic Search Complete. Web. 15 Nov. 2015.
Greene, RW, et al. "Are Students With ADHD More Stressful To Teach? Patterns Of Teacher
Stress In An Elementary School Sample." Journal Of Emotional & Behavioral
Disorders 10.2 (2002): 79-89 11p. CINAHL Complete. Web. 15 Nov. 2015.
Henderson, Kelly. "Teaching Children with Attention Deficit Hyperactivity Disorder:
Instructional Strategies and Practices-- Pg 3." Teaching Children with Attention Deficit
Hyperactivity Disorder: Instructional Strategies and Practices-- Pg 3. U.S. Department
of Education, 03 Oct. 2008. Web. 15 Nov. 2015.
Scott, Ed.D., Dr. Victoria G. "Teaching Students with ADHD to F.O.C.U.S.: A Learning
Strategy." John Hopkins University, Dec. 2011. Web. 10 Nov. 2015.
Tonti, Stephen. ADHD As A Difference In Cognition, Not A Disorder. TED. April 2013.
Lecture.