Classroom Strategies For ADHD Students

How teachers handle their classroom management plan can impact their whole school year. The purpose for classroom management is that it will set the tone for the students by letting students know what will be expected when they walk through the door. When teachers think about managing students with Attention Deficit Hyperactivity Disorder (ADHD) they usually have a lot of questions that are going through their minds. Some of the questions that go through teacher’s minds are about working with an ADHD student are How do you handle a student that fidgets? What can teachers do to make students with ADHD focus on their school work? What kind of classroom setup should I have? This paper will discuss what ADHD is and will describe three classroom

Calming manipulatives are also called fidget toys with in a classroom. Calming toys are allowing students with ADHD to still be active with a part of their body, usually their hands and feet. According to the U.S. Department of education (2008):

While some toys and other objects can be distracting for both the students with ADHD and peers in the classroom, some children with ADHD can benefit from having access to objects that can be manipulated quietly. Manipulatives may help children gain some needed sensory input while still attending to the lesson (para. 5).

I agree with this strategy because when I work with students with ADHD in the classroom, I have completed service learning in, they seem to learn better when they are constantly moving or playing with an object in their hands. However, students cannot be given a loud object or an object that will make a lot of noise because it will distract not only the student with ADHD but also the other students in the classroom. Some examples of calming manipulatives that teachers can have within their classroom are stress balls, sensory gel pads, rubber keychains, foot band, and putty are just a few. Overall, I believe that the calming manipulative strategy is a great technique to calm students with ADHD down in a classroom as long as the toy makes minimum noise so the other students can still

According to O’Reilly (2009), “Choice making is providing choice among two or more activities can increase engagement and work completion for children with ADHD (page 3). With this strategy, the teacher will be able to what the assignments are over, but this will give the student the opportunity to choose the specific assignment to complete. This strategy will let the student feel more engaged and excited about the lesson that is being taught. This strategy also gives the student variety in the assignments, especially if they do not feel confident about one of the assignments. However, on the other hand if the student doesn’t want to do either assignment that is given to him there will be a problem. There needs to be a line so if the student doesn’t choose which task they want to do in a certain amount of time one will be given to them. The student can’t just get out of the task because they don’t feel like doing the assignment. You don’t want this to develop more into task avoidance. Overall, the strategy is good and will be effective because the student will feel more connected to the assignment and lesson as long as the student is willing to put in the work to complete the