"Tell me and I'll forget; show me and I may remember; involve me and I'll understand" Proverb
The following tips and strategies were designed to help educators working with students affected by ADD. As you scroll down, you will see we have provided useful tips that may work with certain individuals, and for others, different strategies are required. "AD/HD children do something right twice, and we hold it against them for the rest of their lives."
ATTENTION DEFICIT DISORDER (ADD) Attention Deficit Disorder is a neurological disorder and is predominantly characterized by a child's inability to focus, concentrate or inattentiveness. The child appears not to listen and seems easily distracted. They may have difficulty completing work or tasks. Very often, the child doesn't finish something they've started. They may also experience difficulty with a play activity. Emotionally, these children are very sensitive to criticism from others. They may engage quickly in fights with other children. Children with ADD may also be socially isolated or considered "social loners." They will blame others for their problems and may experience angry outbursts.
According to Dr. Russell Barkley, ADHD is a problem with inhibition and not a deficiency of attention per se. In other pswords, the brakes in the brains of children affected by ADHD don't work.
Unable to put brakes on inside thoughts which leads to impulsivity.
Unable to put brakes on acting upon distractions or thoughts which leads to hyperactivity.
Children with ADHD have "leaky brakes." Their brakes just ain't working properly! Our brakes reside in the frontal and prefrontal lobes of our brain. These lobes are responsible for our Executive Function (memory, analysis, plan, organize, executive, judgment).
Tips & Strategies for School
Try to have the child sit at the front of the class, therefore limiting distractions.
Allow the child keep on their desk only what they need for the immediate task or learning activity.
Maintain a daily/weekly routine; be consistent with rules, boundaries and guidelines.
Have the rules, boundaries and guidelines clearly posted in the classroom in language the children understand.
Do not use “time outs”. Time outs have been misused and abused. Have the child suggest what they feel may be appropriate consequences for their behavior. This provides opportunity for accountability and the development of responsibility and decision-making.
Please keep in mind that change, however minimal, can be very difficult and anxiety producing for some children. The unknown is difficult for adults to live with, imagine a child.
Try to make sure children are aware of expectations, rules, routines, etc.
Try to keep the rules to a minimum, maintain laughter and joy in the class and take every opportunity to create such an environment. While children should be included in decision-making, try to keep the choices simple and to a minimum.
Allow for child-like behavior. Sometimes we forget that children are children and they need to behave children. Life is short; our children will grow up fast enough.
When talking to a child, always get eye contact and maintain eye contact when communicating with them.
When doing activities, give "bite size" tasks to the child. Too big a task or too much information is discouraging for many.
Use a highlighter to underline important parts of the activity or important parts of homework.
Colour-codes is a great way for children to identify activities and gain a sense of organization and prioritization.
Consider using coloured paper once in a while. Pastel coloured paper (violet, green, yellow) can enhance the reading experience and students with ADD will certainly benefit.
Use colour whenever you can. Children love colour!
Decrease distractions by removing the clock in the classroom, the amount of wall displays and consider changing the lighting.
For days when the weather is slow and heavy or when the students are out of sorts (full moon syndrome), get the students to do jumping jacks and then slow them down with deep breathing exercises (this really works)!!!
Another successful exercise that is tried and proven by several educators is to have the students start their day with a centering exercise: ask the students to sit up straight in their chairs and get them to stretch their arms out to their side as far as they can reach with palms upwards, then slowly raise them to the sky as if they were trying to touch the sky, with hands touching at the palms, slowly bring the hands straight down while trying to keep your elbows together, stop when your hands are at the height of your nose and elbows at the height of your chest. Stay in this position for 10 seconds while breathing slowly. Then allow your hands to slowly drop to your side. The entire exercise should be done very slowly.
To stimulate interest, try getting the students to stop whatever they are doing and ask them to roll their shoulders forward for 15 seconds then roll backwards 15 seconds.
For students who are active or who finish their work fast, allowing them to play with their eraser is an easy trick to keep their hands busy while staying quiet. This also great for tactile learners to do while they need to work or concentrate.
Provide encouragement no matter how small the feat.
