Strategies to Help Teachers who Teach Children with ADHD

Carina van Vuuren

Children with Attention Deficit Hyperactivity Disorder (ADHD) generally have a short supply
of self-control and often struggle to get along with their peers. They can also disrupt the
classroom by calling out, not waiting their turn, being restless or hyperactive, losing their
stationary and the like. Some are very loud or noisy, not to mention being bossy and
argumentative.

When teaching learners with ADHD it is crucial for teachers to:

• Gain knowledge about ADHD and how it affects children.

• Have empathy for ADHD learners who often can’t their impulsive behaviour, and
help learners take responsibility for their behaviour, at the same time.
• Be flexible in your approach and try to keep a sense of humour
• Try not to overreact to misbehaviour. Stay calm and consider appropriate
consequences.
• Think “ADHD” not “BAD”! Consider the underlying reasons for the learner’s
behaviour and take the appropriate steps to handle it professionally.
• Ask for support from other staff members and management when needed.

Teachers may find that students with these behaviour problems do best in situations where:

1. The rules and expectations are clear.

Teachers can post class rules in a conspicuous place. ADHD children may need to
review these rules daily.

2. There is sufficient teacher supervision and monitoring.

When teachers are alert to early warning signs of an impending problem, they
intervene before the situation becomes out of hand. When problem behaviour is
noted, teachers could stay physically close to the learner. This will enable the
teacher to address negative behaviour quickly and effectively. Frequent praise for
appropriate behaviour is easier when the teacher is close by and vigilant.

When visual examples (pictures) of acceptable behaviour are provided, and this is
role-played, ADHD children are more likely to cooperate. When routines for regular
classroom activities (handing out and collecting papers, entering and leaving the
classroom, answering questions, etc) are established and adhered to, it is much
easier for ADHD children to function calmly.

Supervise ADHD learners more closely during transition times. Changing from one
activity to another can be very difficult for students with ADHD. They might find it
particularly difficult to stop a train of thought or action. Active ADHD behaviour may
continue, especially if they are exited (i.e., settling down to work after break, P.E
 etc.) The inattentive learners may find it difficult to be energized for a new activity.
ADHD children need appropriate motivation for them to stop and start new types of
activity.

When teachers stay calm and firm, ADHD learners cooperate best.

When learners are reminded of what is expected of them in terms of their behaviour
before starting a lesson, it is easier for them to comply.

ADHD learners should be seated near other learners who are attentive and
responsible. When problem behaviour is noted, the learner can be redirected (to get
on with a task) immediately.

Positive behaviour should often be praised, to motivate learners to behave

appropriately. Different learners react to different types of praise. Some learners
respond well to a signal (like thumbs up) to let them know that they are behaving
appropriately. Some respond better to verbal, public praise: i.e. “Great job. You keep
improving. That was great! Looking good! Outstanding…”

Rewards or punishments that have little of no effect on the learner’s behaviour

should be changed immediately. Being the teacher’s helper, erasing the black board,
running an errand, writing on the chalkboard, being first in line, could be as effective
as stickers, award certificates and star charts.

Establish a close partnership with parents of learners with ADHD. Win their trust and
demonstrate your willingness to do whatever you can from your end to help their
child to be successful. Encourage frequent and open communications, and
collaborative efforts. Daily or weekly home notes, phone calls or emailing will help all
parties stay informed about the learner’s behaviour. If the learner receives therapies
or medication, it is important that the teacher supports the learner in this regard.

Provide a safe place where the learner can “chill out” and calm down.

3. Regular feedback is provided – both positive and negative

When inappropriate behaviour is addressed, use language that will not cause
shame, embarrassment or unnecessary attention. Give immediate feedback about
behaviour. Positive as well as negative feedback, given immediately and quickly, is a
powerful change motivator.

Minor inappropriate behaviour should rather be ignored. Reacting to these, may

cause the behaviour to increase. Rather praise or give teacher attention to more
appropriate behaviour as soon as it is noted. Active learners should be allowed to
stand while working at times. Hyperactive learners may find it extremely difficult to
stay seated for long. Give the learner permission to stand near his desk or work in
an area where his movement will not distract others.
 Provide short breaks between tasks and lessons. Teach active lessons which
encourage student participation, class discussion or movement and try to keep
repetitive, boring lessons to a minimum.

Lack of time awareness is very common among learners with ADHD, as they often
underestimate how much time is needed to complete a task or arrive somewhere on
time. In addition, ADHD learners tend to be oblivious to deadlines and due dates.
Remember that this is part of the disorder and not apathy or deliberate misbehavior.

Any opportunity to practice time estimation is very helpful towards increasing such
awareness. For example, challenge your students to estimate how long it takes to
walk to the office and back (without running), or any other task. Use a stopwatch or
egg timer throughout the day. Make a game out of predicting, timing, and checking
the students’ time estimates for various activities.

Build in self-monitoring practices into the curriculum and routine such as: self-
evaluation of work organizational checklists (Am I prepared and organized?),
behavioral monitoring (How am I doing? Was I on/off task?), and so forth.
Encourage self-monitoring during independent work time by recording the start time
on the paper. When the period is finished, record the time (regardless of how much
work the learner actually produced), discuss this with the learner. Set up behavioral
charts or contracts specifically focused on improving one or two behaviors that are
important for the learner to be successful in class, such as increasing on-task
behavior or raising his hand to speak (instead of calling out). Set goals, together with
the learner that are reasonable and within reach of success, and awards that are
clearly motivating enough for the student to maintain the effort to achieve the goal.

References

Jones, C.B. (1994) Attention Deficit Disorder: Strategies for School-Age Children.
Communication Skill Builders. Texas
Parker, H. C. (2000) Problem Solver Guide for Students with ADHD.
Speciality press, Inc. Florida
Rief, S. (2003) The ADHD Book of Lists. Jossey-Bass (a Wiley publication). San Francisco

Carina van Vuuren

Educational Psychologist/Life Coach
148 Market Street
Fairland
Johannesburg
www.exceptional-living.co.za
c@absamail.co.za
084 563 8334
011 431 3676