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TEACHING & LEARNING
TEACHING & LEARNING STRATEGIES POLICY
Children with ADHD have an urgent need to be taught strategies to manage their disorder sufficiently so that they may function successfully in the wider society. Initial intervention should address the low self-esteem often a consequence of academic underachievement. Self-confidence can be raised through successful experiences. Utilising an individual academic program at a standard comparable to each student’s ability, success is guaranteed and students can progress.
Initially allowances are made for their disability, but progressively as confidence grows, students are challenged with situations that they will encounter once reintegrated in mainstream education. To facilitate inclusion after the intervention period, behaviour management strategies and social skills must be a major component of the program.
Prevention is the best behaviour management strategy and can be achieved by:
- Ensuring that each student is succeeding academically by adopting a curriculum appropriate to their ability level
- Providing a supportive and structured classroom environment with minimal distraction
- Being aware of what teaching techniques and ways of speaking to students can either increase or decrease the likelihood of misbehaviour.
- Being aware of ADHD behaviours and how they affect a student’s performance in the classroom eg. inattention vs noncompliance.
Proactive Classroom Management Strategies
Students with ADHD are often difficult to motivate. Consequently, their academic performance often depends on their relationship with their teacher. If a teacher likes and respects the students, they will return that respect and are more likely to accept instructions.
The following strategies are very useful for the education of these children:
- Make an effort to get to know students personally – their interests and hobbies.
- Greet students at the door by name.
- Develop and maintain a daily classroom and homework routine.
- Have a few good rules that are clear and concise and post them up in the classroom.
- Use a diary to enter homework, assignment dates etc. and be vigilant with organisational skills.
- As often as possible, reprimand privately in a calm, unemotional voice and immediately a rule is broken.
- Praise frequently for any achievement no matter how insignificant it may seem to you.
- Be aware of peak medication effect when challenging students with difficult work.
- Allow time-out for restless students who are at risk of blowing up.
- Schedule academic classes for approximately one hour followed by a period with less academic demands. Use physical or hands-on activities frequently.
- Give assignments that are not too difficult or too long
- State goals clearly.
- Give step-by-step instructions – No multi-step directions at once.
- Relate information to their personal experience.
- Teach with enthusiasm.
- Be concise and avoid lengthy lectures.
- Invite frequent active response from students.
- Establish ground rules and cues to listen.
- Get student’s attention before giving instructions.
- Be specific about what you want the student to do.
- Repeat directions, paraphrase and write directions on the board.
- Check with individuals for understanding.
- Give immediate and frequent feedback on their progress.
- Make positive comments frequently and limit negative wording.
- Give students choices but limit them to two or three.
- Eliminate criticism and blame.
- Give I messages.
- Avoid public embarrassment.
- Acknowledge the student’s feelings.
- Lower your voice- stay calm, keep strong emotions out of your voice.
- Be non-threatening – Don’t get in his face, put your hands on him or use force when discussing a problem.
All policy documents are accessible on the Kamaruka website and are available for staff to view in each staff room. Copies are provided for parents with enrolment forms.
Reviewed and modified in 2008 and approval by the Kamaruka Advisory Committee as recorded in the minutes of the meeting held on this 6th day of November, 2008.