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Classroom ManagementGood classroom managers have efficient classrooms that meet the educational and psychological needs of their students. Classrooms are structured so that rules and routines are well known by the students and consistently followed. Transitions among lessons and activities are smooth. The teacher is able to give the impression that the he or she is aware of all activities by students in the classroom.Teachers with good classroom management skills meet the educational and personality needs of their students, regardless of their students’ abilities and special needs. Student misbehavior especially misbehavior related to ADHD symptoms, can be prevented by careful attention to the following:
Accommodations are intended to help students with ADHD learn the same information as other students. They are changes to the structures and/or the environment that provide support to help students access the curriculum. Accommodations work best when they are tailored for the individual needs of the student based on the severity and symptoms of their ADHD and any other co-occurring conditions. It is important to observe the student to see which accommodations are effective – and effectiveness of accommodations can change over time. Students can also be enlisted in figuring out what helps them the most. This will also ensure that the accommodations are seen as support instead of punishment. Teachers, parents, and students should partner together to address needs and supports. The Diagnostic and Statistical Manual, Fifth Edition lists two categories of symptoms of ADHD—inattentive and hyperactive-impulsive. Students may have only one type, or they may have both types of symptoms. The accommodations that are appropriate for each student depend on the symptoms and on how much they impact the student. Social SkillsBesides creating academic challenges, ADHD also affects social skills. Student may have trouble controlling their emotions, and younger kids especially may have difficulty keeping their hands to themselves. They might not interpret social cues effectively. They could also struggle with conversational skills. These challenges often cause students with ADHD to have difficulty making and keeping friends. As a teacher, you can help by providing a positive learning environment. You can also teach, show, and support appropriate behavior in the following ways:
Accommodating ADHD in the ClassroomADHD: Inattentive Symptoms Students with inattentive symptoms are easily distracted and have trouble focusing. Everything competes for their attention. They often struggle to follow through with instructions and have difficulty with organization. To help students with managing inattentive symptoms, the following accommodations can be effective:
ADHD: Hyperactive-Impulsive Symptoms Students with hyperactive-impulsive symptoms move a lot. They fidget, squirm, and have difficulty staying seated. They often talk excessively, blurt out answers, and have trouble taking turns. To help students manage their hyperactive-impulsive symptoms, the following accommodations can be effective:
ADHD: combined symptoms Many students with ADHD show a combination of inattention and hyperactive-impulsive behaviors. You can use a combination of accommodations from both lists. One of the best ways to identify which accommodations might work best is to observe the student’s natural behavior. Some sample behaviors and accommodations include:
References Barkley, R. (2008). Classroom Accommodations for Children with ADHD. ADHD Report. Dendy, C., Durheim, M., & Ellison, A. (2006). CHADD Educator’s Manual. Lynchburg, VA: Progress Printing. Parker, H. (2012). Accommodations Help Students with Attention Deficit Disorders. A.D.D. WareHouse. Zentall, S. (2006). ADHD and Education Foundations, Characteristics, Methods, and Collaboration. Upper Saddle River, NJ: Pearson Education. Chaban, P., McAuley, T., & Tannock, R. (2009). ADHD and Social-Emotional Abilities. www.AboutKidsHealth.ca. Which one of the following can teachers do that will be most likely to encourage self regulated learning?Which of the following can teachers do that will be most likely to encourage self-regulated learning? Give children frequent opportunities to set goals.
Which one of the following is not a recommended strategy to help those children who may have difficulties with cognitive processing?Which one of the following is not a recommended strategy to help those children who may have difficulties with cognitive processing? Discourage the use of self-talk.
At what age does intersubjectivity become more complex and take the form of joint attention?Once infants recognize others' intentionality, their motivation and skill for intersubjective sharing sets in. This manifests in a suite of joint attentional behaviors, all of which are said to emerge at 9–12 months (Carpenter et al., 1998).
When 5 year old Clinton looks at the road map his parents are using to plan a trip?When 5-year-old Clinton looks at the road map his parents are using to plan a trip, he laughs and exclaims, "That's silly. Our car can't fit on roads that small!" Which one of the following best explains Clinton's statement? Clinton doesn't yet fully appreciate the symbolic nature of maps.
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