ADD, Using Teamwork To Succeed
By its very nature, attention deficit disorder is troublesome in life and perhaps even more troublesome in the classroom. Teachers have spent countless hours trying to control student behavior and much of these efforts have been unsuccessful. If you have a strainer in the kitchen and you want to stop the water from running through it you never turn the water on higher. Do you? If you have a fire and you want to let it burn down you don't add more wood to it. The response to these two scenarios is obviously, "Of course not." You would never do the opposite of what common sense might suggest. So why would you tell the hyper child to endlessly "Sit down?" Or the dreamy child to consistently, "Pay attention!"
So the question lingers, how best is it to construct a learning environment with the challenges of a hyperactive or overtly inattentive student? The critical attributes of a successful classroom management plan has a positive rapport with students which is keenly built around firm structure. It is with these two things that a teacher should plan to construct their class. Branching off from these two it's important to include helping the student to develop a sense of ownership in the school day; thus enabling them to see that school is not just a place to be, but instead it's a place where they have a voice, a person to be and they have a sense of belonging. Once a teacher has crafted this sort of environment, successful experiences will come
We know the occurrence of ADD is the result of improperly functioning neurotransmissions. Albeit in the dominance of specific type of nerve receptors (or the lack thereof) present in the brain or the varying levels of the emotional catalysts (brain chemicals) such as dopamine and epinephrine. Because we know that ADD is not curable, we have learned that it is treatable.
Teaching Methods
The most important thing a teacher can do when working with a student who has ADD is clearly identify behavioral, academic and social parameters inside and outside of the classroom. This is critical because it lays all of the groundwork (the foundation) from which all other courses of action will be taken in working with this child. It sets up the boundaries and clearly marks them with a very big, stretchy rubber band. Notice the implications of using a stretchy rubber band; your boundaries will be tested, thwarted, manipulated and challenged. That's all OK though, provided you take into consideration the following:
Identify Parameters of the Classroom Environment:
- You must create an atmosphere that espouses structure yet doesn't stifle individuality to the point where frustration overtakes any sense of academic dedication.
- You must set clear academic objectives - realizing it may take longer to achieve your goals -- and tie all of your discussions, activities and assessments to these objectives.
- You must create an environment that has a student-selected refuge -- a computer lab/center, a fun time out corner, a music center -- any kind of tangible location that can be used to give the student a break and you a breather.
Build a Rapport With Your ADD Student:
- Work slowly at getting and maintaining eye contact (or some level of visual recognition). Qualify this targeted behavior as important steps towards creating emotional bank accounts. The barometer measuring the amount of "money" in your account is often slow to register big surges, but keep in mind your goal of rapport building. Remember Rome wasn't built in a day so neither will your initial efforts yield notable successes.
- Make it a habit to frequent affirmative phrases and statements. Kind words such as "I want you to succeed," or "I have the world's greatest lesson plans for you," or "You go to the doctor to get healthy, you come to me to get smart." or "You're the smartest (name) I know." Statements like these help to foster not only endorphin-like feelings in the child but also prep them to be receptive to your instruction.
- Make it possible for conversations at school to be about real life too. Consider talking about current events or sports to make the atmosphere of the class home-like; sometimes the impromptu conversations will put a student at ease.
Build a Rapport With the Family
- Having the family involved in the classroom is vitally important and can prove to be a great tool for the teacher as some of the difficult times unfold. Take time to create an emotional bank account with the parents too, so that they know you're keenly interested in the success of their child. Share specific academic goals and be prepared to discuss progress (or a lack thereof) towards these goals -- communicate the importance of success -- and make sure your academic goals are of merit and are measurable to District or State Standards.
- Creating a school-to-home-home-to-school connection is one of the most pivotal assets a teacher can have. Bringing the parents onboard builds the trio- of-learning team that maintains the success of the student at the forefront.
Establish and Practice Routines
- Develop a plan from the moment the student comes to the class. Filling the minutes of the day with a meaningful routine helps coordinate the onslaught of stimuli the child will encounter. Emphasize structure, structure and a little more structure. Create a daily schedule to follow.
- Provide organizational tangents such as a notebook with dividers, a daily planner, "important" jobs for the student to maintain and carry out through the day and above all else help to develop an independent student by going visual. Success with a student will be less about what you say and more about what they see and understand from the directions you present.
- Practice makes perfect -- no joke with the old saying -- create a predictable yet exciting learning environment.
How To Improve Teamwork
The most important thing a teacher can do when working with a student who has ADD is clearly identify behavioral, academic and social parameters inside and outside of the classroom. Following a plan that is built around rapport and structure will allow a teacher and student to function effectively in a learning community. Teachers and families must work together to create the optimum scenario for ADD students. It's this trio of players that will insure student success.
Remember, that to the student your class can appear to be just another class forcing another dreaded day of school. Avoid this scenario by creating a game plan such as the one described above. Most of all, enjoy your work with the student. Make your class structured, lively and an obvious learning environment. Make it real and make it worthwhile for all parties involved..
Sources
ADD.org
Burns, Marilyn 10 Big Math Ideas
Nova Jones - Nova Jones M.Ed./Sp.Ed. NBCT
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