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Essay On Adhd In The Classroom

1465 Words6 Pages

After synthesizing everything I have learned from the course, I have developed a growth mindset when working with attention-deficit students. This course gave me more of an understanding of the ADD/ADHD student and how/why children react in certain situations. Previous to this course I would be quick to accommodate for my students, but I realized I would also lessen the challenge in the classroom. I didn’t fully understand that making an accommodation was different than making the curriculum easier. In this course I learned to continue to challenge the ADD/ADHD student while also making accommodations to reach their goals. I learned that it is learning the students’ strengths and playing on those strengths in the classroom. It is about anticipating how a student feels and may react to situations. My new growth mindset is that every child has the capacity to grow and succeed. It takes an understanding of the ADD/ADHD child to learn …show more content…

Working daily with a child that has ADD/ADHD can be stressful and it is important to focus on your well-being and managing your stress in the classroom when working with ADD/ADHD students. One of the greatest causes of stress in the classroom for teachers is created by discipline problems and difficult to manage behavior. When this happens, all children in the classroom may be affected. It is important to remember that behavior problems will not be resolved overnight. As a teacher it is just as important to take breaks as it is for the students. There are many relaxation and stress management techniques that can be used to help battle the daily stress of working with a student with ADD/ADHD. When a teacher is at his/her best then it translates into the classroom and the students. It is beneficial for everyone in the classroom when the teacher manages his/her stress

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Claudia Martin-Park Mr.Hatchel Honors English 9 Period 5 April 24 2023 Who is More Heroic Penelope or Odysseus Hero: a person who is admired or idealized for courage, outstanding achievements, or noble qualities. When it comes to the true definition of a hero, who or what actually exhibits more heroism in their own historical narrative than the others? To be specific In the epic poem The Odyssey, Odysseus demonstrates much greater heroism than Penelope.

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A quote I plan to use from this source includes “Programs in which children are matched with adult mentors on the basis of similar traits can lead to strong, supportive relationships that make positive difference in children’s lives” (Glomb et al. 34). This program uses outcome measures of minimal, moderate, and significant improvements as reported by teachers and parents. Glomb et al. informs us that in the age group of 9-12-year old’s significant progress were seen in homework as well as improved positive outlook concerning school (34). I plan to use this in my paper as supporting material in the need to work together to improve self confidence that individuals with ADHD typically lack.

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Three strategies I would implement to support A.E. within the classroom, knowing that he has a diagnosis of ASD and has an IEP (Berns, 2013, p.195) that would be beneficial to him as well as his peers and teachers are his scheduling, his ability to verbalize or walk away from what may cause a meltdown and learning social skills with his

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Together all of these individuals can create goals and supports to help manage and prevent the behaviors in order to enhance the educational experience of the child and their academic performance. The team also checks the effectiveness of plans to help the child by monitoring data and using observations and feedback. A multidisciplinary team collaborates in order to create a functional behavioral assessment. The FBA measures student behavior to try to understand the behavior and what may cause or trigger different behavior. The team can include the students teachers, professionals, experts in different areas, family members of the child and any other professionals and community resources that can offer input and suggestions.

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1309 Words | 6 Pages

We may have someone in our class as a kid who did the same thing and the teacher would always get so frustrated. But now reading this, we see how that student may have never meant to disrupt the class and may have wanted to learn just as much as everyone else. People with undiagnosed disorders are often greatly misunderstood and are negatively impacted by this. By Saltz sharing this with us, we have not only learned how the person is affected by ADD, but how we can recognize someone struggling when no one else

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684 Words | 3 Pages

Self-regulation is referred as any action an individual directs at themselves so as to result in a change in their behavior in order to change the likelihood of a future consequence of attainment of a goal. Executive functioning (EF) is referred to as those neuropsychological processes needed to sustain problem-solving toward a goal (Barkley, 1997). Barkley sees an EF as a type of action you are directing at yourself for purposes of self-regulation. ADHD individuals are seen as those that have deficits in the executive functioning areas of self-restraint, self-motivation and self-directed play for problem-solving. These, as with other behaviors, are things that can also be seen in those with traumatic brain injuries but will appear less mature in their ability to engage in self-regulation (Barkley, 1997).

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If adults were more familiar with ADHD and its symptoms they would be more likely to recognize the symptoms within themselves and seek a professional diagnosis. Instead, undiagnosed adults go through life not knowing their full potential so they are left feeling unsuccessful, and incompetent. ADHD causes problems in school, work, relationships, and several other tasks. A student struggling with this undiagnosed disorder may feel they are not cut out for school or not smart enough due to the inability to focus, concentrate, or stay motivated. Not knowing all their problems are symptoms of a mental disorder, the student feels they have no choice but

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Treatments vary among different individuals including medication. The treatment that is for every child diagnosed with the disorder is making accommodations while every child is unique and different types work for different cases. It is important that as educators we do not put a student into a category thinking that what worked for one student is going to work the same. A multimodal process must be used. In order to effectively help a child who has ADHD parents must go through training and programs that will assist them but more importantly how to correctly show children affection.

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480 Words | 2 Pages

I believe that my ADHD creates challenges in my job such as getting off track, not always finishing everything assigned to me, and the tendency to talk with my coworkers instead of doing my job. Despite the challenges I face in the work environment, I have to give myself reminders on what I am supposed to be doing and try to make more of an effort to get my job done. In addition to the obstacles I face in the work environment, ADHD provides additional obstacles in the relationships that I have with my family and friends. I do not share the fact that I have ADHD with my friends and that I need to take medicine just to feel and operate normal, so I occasionally feel alone or bad about my schoolwork knowing that I have to work harder for the grades I receive. Similarly, issues arise within my family because my parents have the tendency to get upset when I forget to finish my chores, or my desk is a mess and unorganized.

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Many children have been diagnosed with Attention Deficit Hyperactive Disorder (ADHD), and the amount of those children being prescribed a medication for their disorder has grown largely in the last couple of years. This caused concern to arise in doctors; some of them went as far to say that most children diagnosed and treated for ADHD are really just immature and undisciplined (Koplewicz). Even if this is untrue, they say that the children would do better if treated with alternative options. Children diagnosed with ADHD are in serious distress, but not because of bad teaching or parenting. It is because their brains work differently than others, and they need to be treated properly.

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1115 Words | 5 Pages

Being a student with ADHD, I found the history was very important and quite interesting.  Personally, I feel as though people will sometimes discharge the history or this type of topic because they are afraid to talk about it and purposely try to avoid it. But why should we avoid talking about the history of something that has created a huge population for itself? To me, the past and the history is just as important as the current updates, and it can be very interesting to some people.

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844 Words | 4 Pages

Ultimately, depending on where a student’s problems lie, understanding these characteristics or learning styles can lead to significant improvement in the academic performance, social awareness, and overall self-esteem of a child with a learning disability in your

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2363 Words | 10 Pages

This method allows teachers to work with students who need extra help or attention in certain areas including behavioral. In each tier the article gives different strategies for teachers to choose from that will help with behavioral management. The three tiers include: preventative classroom management, first-line interventions, and intensive, individualized interventions. Some strategies that Sayeski provides for tier

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1127 Words | 5 Pages

Secondary symptoms, such as low self-esteem, aggressiveness and emotional immaturity, play a major role in how a child and family adapt to ADHD being part of daily life" (Bailey). With this learning disability, it is hard to develop a good behavior because they feel left out and aren't sure what is happening to them. They are a little bit slower than kids who don't have ADHD, for this reason they find it difficult to achieve goals and grasp newer information. They aren't able to concentrate

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1384 Words | 6 Pages

1: a. Describe your learning from professional development activities you participated in this semester (school, district, university level). On January 10, 2018, I participated in a school professional development focused on AIG training and Positive Behavioral Interventions and Supports (PBIS). Staff were grouped in grade level teams and were trained in best practices to use with teaching Gifted Students and incorporating these practices into our lessons and classroom culture. Our PBIS training consisted of reviewing how to use the PBIS lessons provided by the PBIS team for each grade level within the classroom.

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