ADHD students and teachers

This was a very insightful article. It seems true that these steps can be used with all students not just students with ADHD. I agree with the statement that, it is an unpredictable in form. In my teaching experience, I have worked with dozens of diagnosed ADHD students, and many that could probably qualify for the designation. Reading the article, reminded me so much of my teaching practices.

Tip 1 should definitely be number 1. Teachers can not diagnose anything, but can seek answers and follow up questions we may have asked. Asking for help is great advise. Be sure to have a good relationship with parents of ADHD students and talk with them on how they handle the student or certain situations. I think talking directly with the student helps in terms of getting their idea of how best to help them - no one knows them better than they do!

Structure and lists are very helpful. My class starts the same way every day. Date, reminder of any homework that may be due and read through the agenda. During this time students are expected to use their agenda book, issued by the school, to copy the agenda. From there we move to bellwork. Class starts the same way everyday and reading over the agenda gives students a good idea of what we will be doing - no surprises. Eye contact and proximity are another method I use quite often, it does “bring them back” with out drawing any attention to the student (tip 9).
I always give directions more than once (tip 8). Often for a lab or group activity directions will come in three forms - oral, brief synopsis on overhead and written procedures at lab station (same directions that are spoken). I always offer plenty of time for questions, students should understand what we will do. I use the escape valve (tip 15). It is call a “chill pass.” I have seen them rarely abused. I like to have fun and be enthusiastic (tip 19). Memory aids, mnemonic devices and rhymes, I used frequently (tip 22).
Outlines (tip 23) I teach them, model them and have students produce them. At the beginning of the year, students are pretty much clueless on outlines. They say no one taught them how to make them, so we work on them a good deal. I tell student when I was at West Side, we did outlines all the time. Over time they get better with them. Then I teach concept maps/graphic organizers. Later in the year, after teaching and using both, I let students choose which they want to use, most choose graphic organizers over outlines. Teaching Test taking strategies are a must (tip 30). Using games (tip 31) is another strategy that I employ, about every 2 weeks, usually for review. Our school’s agenda book, is a home-school communication tool (tip 34). I like to use kinesthetic activities for class activities and performance assessments (tip 48). Getting them up and moving is great.

I teach my class by varying instructional strategies every 10 to 12 minutes. I teach my class like I have ADHD...